Understanding self-determination as a crucial component in promoting the distinct value of occupational therapy in post-secondary transition planning. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Angell, Amber M.; Carroll, Theresa Carlson; Bagatell, Nancy; Chen, Cheryl; Kramer, Jessica M.; Schwartz, Ariel; Tallon, Mary Betsey; Hammel, Joy
• Is Part Of: Journal of occupational therapy, schools, & early intervention. Volume 12:Issue 1(2019)
• Page Start: 129
• Page End: 143
• Publication Date: 2019-01-02
• Subjects: Self-determination -- transition -- post-secondary -- adolescent; Occupational therapy for children -- United States -- Periodicals; Occupational therapy for children -- Periodicals; Children with disabilities -- Education -- United States -- Periodicals; Children with disabilities -- Education -- Periodicals; Periodicals; 615.85150830973
• DOI: 10.1080/19411243.2018.1496870
• Languages: English
• ISSNs: 1941-1243

Abstract

ABSTRACT: School-based occupational therapists are well-equipped to prepare adolescents to transition from the education system to work and live in their communities, but they report challenges in securing their place on post-secondary transition planning teams. We argue that occupational therapists' efforts to advocate for their role in post-secondary transition could be strengthened by a deeper engagement with what is considered "best practice" in transition planning: improving students' ability and opportunity to exercise self-determination. In this commentary, we review the self-determination evidence-base; identify congruence between the underlying philosophies of self-determination and occupational therapy; and highlight gaps in existing self-determination models that occupational therapists are uniquely posed to fill by focusing on self-determination as they support transition age students.