The team collaborated to provide the necessary supports for success. Valuable lessons were learned when occupational op- portunities were integrated with AT supports, including: • developing transition skills early; • understanding that not having these predictors creates barriers to future success; • recognizing that outcomes for adults with disabilities are often poor • involving families in programming; • applying UDL principles to promote inclusion; • using AT to foster independence and occupational perfor- mance; • providing early work experiences with classroom jobs and school-based CBI; • offering work and school-based jobs to explore different careers and support self-determination; • addressing functional living skills (ADL and IADL tasks), self-determination, social skills, self-regulation, along with academics for long-term success; • working collaboratively with a team to meet students’ di- verse needs; • leveraging the expertise of related service providers to de- velop transition skills and improve access via AT; • believing in every student’s potential;
V., & Strauser, D. (2023). A scoping review on internship programs and employment outcomes for youth and young adults with Intellectual and Developmental Disabilities. Rehabilitation Counselors and Educators Journal, 12 (1). https://doi.org/10.52017/001c.38785
Carroll, T. C., & Schwind, D. (2023). Evidence-based predictors of post-school success. OT Practice 28 (8).
Carroll, T. C., Hollenbeck, J., Majeski, K., & Schwind, D. (2025). The crucial need for occupational therapy to prioritize postsecondary transition. American Journal of Occupational Therapy January/February 2025, Vol. 79(1), 7901090010. doi: https://doi.org/10.5014/ ajot.2025.050944 CAST. (2024). About Universal Design for Learning . Retrieved from https://www.cast.org/impact/universal-design-for- learning-udl Cheng, L., & Shaewitz, D. (2022). The 2022 Youth Transition Report: Outcomes for Youth and Young Adults with Disabilities . Institute for Educational Leadership. https:// files.eric.ed.gov/fulltext/ED625957.pdf Cimera, R.E., Burgess, S., & Bedesem, P. L. (2014). Does providing transition services by age 14 produce better vocational outcomes for students with intellectual disability? Research and Practice for Persons with Severe Disabilities, 39 (1), 47-54. Doi: 10.1177/1540796914534633 Cimera, R.E., Burgess, S., & Wiley, A. (2013). Does providing transition services early enable students with ASD to achieve better vocational outcomes as adults? Research and Practice for Persons with Severe Disabilities, 38 (2), 88- 93. Corkrean, S., & Schwind, D. (2019). Best practices in IADLs to enhance participation. In G.F. Clark, J.E. Rioux, & B.E. Chandler (Eds.), Best Practices for Occupational Therapy in Schools (pp.405-412). American Occupational Therapy Association. Eismann, M.M., Weisshaar, R., Capretta, C., Cleary, D.S., Kirby, A.V., & Persch, A.C. (2017). Characteristics of students receiving occupational therapy services in transition and factors related to postsecondary success. American Journal of Occupational Therapy, 71, 7103100010. https:// doi.org/10.5014/ajot.2017.024927
• remembering our educational purpose; and • viewing transition as a continuous process. CONCLUSION
Predictors can be taught and integrated across a continuum to prepare students for post-secondary success. A range of low- tech to high-tech tools can assist students in developing these predictors using evidence-based practices. It’s clear from this case that developing skills before transition planning— age 14 or 16—is crucial to allow for repetition and scaffolding. The process should start early and AT supports may help students access these opportunities leading to post transition success. REFERENCES American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010. https://doi. org/10.5014/ajot.2020.74S2001 Anderson, K.A., McDonald, T.A., Edsall, D., Smith, L.E., & Taylor, J.L. (2017). Postsecondary expectations of high-school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 31 (1):16-26. doi: 10.1177/1088357615610107.
Avellone, L., Taylor, J., Ham, W., Schall, C., Wehman, P., Brooke,
Flantua, E. (2021). Applications to enhance participation in
February / March, 2026 | https://www.closingthegap.com/benefits-of-membership/ 17 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator