Introduction

5 Contact Hours

Description: Evidence supports that adults with disabilities are not living the lives they want with several factors contributing to the problems these individuals encounter.  Therapists play an important role as a member of the transition team by helping these individuals establish goals and develop the skills they will need to be successful adults.  Understanding what the priorities are for this crucial time is not just critical for these kids in high school, but also throughout their education to insure they have the skills necessary for life after high school.  This course provides valuable information for therapists to better prepare kids with disabilities for transition into adulthood.  This intermediate course is appropriate for occupational, physical, and speech therapists who work with children with disabilities in all grades.

Chapter 7 ourline

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Audience: OT, COTA, PT, PTA, SLP


Skill Level: Intermediate

Contact Hours: 5


The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA 

Teaching Methods: Course content includes text from, "Kids Can Be Kids: A Childhood Occupations Approach (2012)" Edited by Shelly J. Lane, PhD, OTR/L, FAOTA and Anita C. Bundy, ScD, OTR, FAOTA.  Copyright 2012 FA Davis.  All Rights Reserved. Used with Permission.

Criteria for Passing: Each learner must complete all learning activities/handouts and pass a final exam to receive credit.

Course Objectives:

By the end of this course, each learner will be able to:

  1. Define transition and understand the components of a successful transition plan for students with disabilities.
  2. Explain what makes an effective transition team.
  3. Identify several factors that make transitioning to adulthood difficult for youth with disabilities and for the team that supports them.
  4. Describe the history and impetus behind the transition movement for students with disabilities, including some influences on occupational therapists who provide those services.
  5. List the various transition needs of students with disabilities, from middle school through exit from school.
  6. Outline a formal plan for transition services outside after high school.

Here is the course outline:

1. Introduction

Please read the introduction to provide you with important information and tips about your course.

2. Course Objectives - All Grown Up

Course Objectives - All Grown Up

3. Coursework - All Grown Up

Coursework - All Grown Up

4. Course Final and Survey - All Grown Up

Course Final and Survey - All Grown Up

Completion

The following certificates are awarded when the course is completed:

Certificate of Completion