Supporting students with disabilities to achieve high potential through occupational therapy services during transition periods
DOI:
https://doi.org/10.1590/2526-8910.ctoAO266734802Keywords:
Occupational Therapy, Transition Zone, Students, Disabled PersonsAbstract
Introduction: Transition periods are integral parts of a person’s life span, characterized by phases of life and shifts in activity before adapting to new situations. Objectives: This study aims to understand the high potential characteristics of students with disabilities and evaluate the roles of school-based occupational therapists (SBOT) in assisting these students during transition periods. Method: This study comprised 196 students and five SBOT. Research instruments included a characteristic checklist for potential learners and an in-depth interview methodology. The checklist, developed from related literature, consisted of three domains: physical and socio-emotional health, self-determination, and communication and academic performance. Students’ performance levels were rated by teachers, with high potential characteristics being defined as achieving an average total score ≥2.0, without obtaining a zero in any checklist item. Results: Most participants achieved full scores for high potential characteristics in the physical and socio-emotional health domain. Most SBOT provided direct, indirect, and integrated services using various service delivery models that were tailored to different types of disabilities. Conclusion: This study provides fundamental information for SBOT and school professionals to foster high-potential characteristics in students with disabilities during transition periods. Suitable services in the domains of physical and socio-emotional health, selfdetermination, and communication and academic performance can enhance these high-potential characteristics.
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