Date of Award

2026

Document Type

Scholarly Project

Degree Name

Doctor of Occupational Therapy (OTD)

Department

Occupational Therapy

First Advisor

Dr. Nicole Harris

Abstract

Background: The transition from high school to adulthood is a critical period influencing independence, employment, and community participation for students with disabilities (Carroll et al., 2025; Rosner et al., 2020). Despite mandates under the Individuals with Disabilities Education Act (IDEA), many students experience poor postsecondary outcomes, including limited employment and increased reliance on caregivers (Benson et al., 2021; U.S. Department of Education, 2020). Effective transition planning should begin early, be individualized, and emphasize real-world skill development such as daily living, vocational skills, and self-advocacy (Cleary & Persch, 2020). However, school-based programs often lack consistency, structure, and performance-based outcome measures, reducing their effectiveness (Rosner et al., 2020; Schaaf et al., 2021). Occupational therapy remains underutilized despite its ability to address person–task–context interactions and support successful adult outcomes (Pierce et al., 2020).

Methods: A comprehensive literature review was conducted to examine current school-based transition planning practices, identify evidence-based approaches, and explore the role of occupational therapy in supporting transition outcomes. An informal needs assessment was also completed to better understand the school’s existing transition planning processes and identify gaps in knowledge and resources. The ecology of human performance (EHP) model guided this project, emphasizing the dynamic interaction between the person, task, and context in shaping performance outcomes (Dunn, 2017). This framework supported analysis of student factors, transition-related tasks, and environmental influences within school and community settings. ix Findings from the literature review, needs assessment, and application of the EHP model directly informed the development of the product.

Results: The product is a school-based transition resource guide designed to support staff in providing clear, accessible information to families of transition-aged students with disabilities. It includes key information on transition timelines, adult services, and community resources, and is intended for use during Individualized Education Plans (IEP) meetings and transition planning discussions. This guide enhances staff knowledge, promotes consistency in information sharing, and helps families better navigate the transition to adulthood, ultimately supporting improved postsecondary outcomes for students.

Conclusion: This project highlights the importance of providing structured, accessible transition resources to support both school staff and families. By improving knowledge and promoting consistent information sharing, the developed guide aims to enhance transition planning and better prepare students with disabilities for adult life. Ultimately, this approach supports more informed decision-making and improved postsecondary outcomes.

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