What can Occupational Therapy Professionals do to help

students with disabilities transition from high school to

college successfully?

Clinical Scenario
The transition from high school to college
marks an important path from childhood to
adulthood and needs to be addressed. It is
not only a stressful and challenging time for
normal college students, but it can be an
even more stressful time for college
students with disabilities. According to latest
data available from the National Center for
Education Statistics, 11% of undergraduates
enrolled in college between 2007 and 2008
reported having a disability. The college
environment for students with disabilities
doesnt include the same extent of support
that is required in high school settings
(Hadley, 2011).
The association on Higher Education and
Disability has stressed the importance of
students with disabilities attending college,
but also the importance of them being
actively encouraged to explore interests,
develop academic skills, examine life
choices, pursue career opportunities, and
learn to be independent in an environment
that encourages learning and growth
(Hadley, 2011).Limitations
5 out of 8 of the articles didnt directly
relate to a students transition from high
school to adulthood.
3 of the articles werent directly related to
OT and didnt have an organized research

Brooke Huerter, OTAS

Northland Community and Technical College
Occupational
Therapy
Assistant Program
Bottom
Line
Occupational Therapy Professionals can
play a vital role in helping older youth
students make the transition from high
school to college.

Occupational Therapy Professionals could:

Begin intervention while the student is

still in high school (Reed & Curtis, 2011).
Explore their interests, to assist
with making the best decision
for the transition.
Assist with the development of
solid academic skills by helping
them develop study strategies.
Train them to be independent
with IADLs.
Educate the student on the
accommodations available to them in
the college setting (Reed & Curtis,
2011).
Assistive Technology
Social support
Disability counseling
Tutoring
Serve as an advocate for the student
(Ahrens, DuBois, Richardson, 2010).
Communicate with the youths
professors, staff, and peers at
the college they plan to attend
by suggesting ways that they
can make the transition
smoother for them.
Assist with lining up outside
resources for classroom
adaptations.

Summary of Key Findings

A study by M & DaDeppo, 2009 stated that

students with learning disabilities in high
school often times dont know the extent of
their disability, and dont know how to
advocate for themselves or the things
expected of them in a school setting.
A study by Reed & Curtis, 2011 stated that
most students with disabilities who enter
higher education need remediation, are
overwhelmed by the workload, and are often
less prepared than those without disabilities.
A study by Ahrens, DuBois, Lozano, &
Richardson, 2010 stated that there are
many available resources to improve their
overall functioning by mentoring
relationships. These resources include the
following: role modeling, emotional support,
guidance/advice, and instrumental assistance
with tasks such as school work or finding
employment.
A study by Kramer, Olsen, Balcells, &
Liiljenquist, 2011 talked about 3 emerging
factors that most strongly influence youths
participation in school. These factors include
the following: adult and peer understanding
of individual abilities and needs, decisions
about accommodations, and the quality of
services and policies.
A study by VanBergeijk, Klin, & Volkmar,
2008 examined the adult outcomes of
individuals diagnosed with autism as
children. They found that the majority of
these individuals werent able to transition
fully to an adult life that involved work,
personal relationships, and independent