Brollier C, Shepherd J, Markley K F
Department of Occupational Therapy, Virginia Commonwealth University, Richmond 23298.
Am J Occup Ther. 1994 Apr;48(4):346-53. doi: 10.5014/ajot.48.4.346.
The transition process by which a student with moderate to severe disabilities is prepared to leave the school setting and enter into employment and community living is legally mandated and includes provisions for occupational therapy and other related services. This transition requires a team approach in which members collaborate to determine objectives with the student and his or her family in the domains of domestic, community, recreational, and vocational living. Assessment and intervention focus on functional activities that are chronologically age-appropriate and environmentally based. This focus on real life activities is a departure from the prereadiness skills and simulations used by some occupational therapists in school systems. This literature review describes the transition from school to community living, discusses methods to increase parental participation, and provides examples of functional assessments and intervention strategies pertinent to occupational therapy practice for persons with moderate to severe disabilities.
法律规定，为中度至重度残疾学生做好准备，使其离开学校环境并进入就业和社区生活的过渡过程，包括提供职业治疗和其他相关服务。这种过渡需要团队协作，团队成员共同合作，与学生及其家庭在家庭、社区、娱乐和职业生活等领域确定目标。评估和干预聚焦于符合实际年龄且基于环境的功能性活动。这种对现实生活活动的关注，与一些学校系统中的职业治疗师所采用的入学准备技能和模拟方法有所不同。这篇文献综述描述了从学校到社区生活的过渡，讨论了提高家长参与度的方法，并提供了与中度至重度残疾人士职业治疗实践相关的功能性评估和干预策略的示例。
