| Autor: |
Angell, Amber M., Carroll, Theresa Carlson, Bagatell, Nancy, Chen, Cheryl, Kramer, Jessica M., Schwartz, Ariel, Tallon, Mary Betsey, Hammel, Joy |
| Zdroj: |
Journal of Occupational Therapy, Schools & Early Intervention; January 2019, Vol. 12 Issue: 1 p129-143, 15p |
| Abstrakt: |
ABSTRACTSchool-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. |
| Databáze: |
Supplemental Index |
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