Supporting students with disabilities to achieve high potential through occupational therapy services during transition periods

• Autor(a) principal: Lersilp, Suchitporn
• Data de Publicação: 2023
• Outros Autores: Panyo, Kewalin, Putthinoi, Supawadee, Hsu, Hsiu-Yun, Kuo, Li-Chieh, Chaimaha, Napalai
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Cadernos Brasileiros de Terapia Ocupacional
• Texto Completo: https://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/3480
• topic: Occupational Therapy; Transition Zone; Students; Disabled Persons; Terapia Ocupacional; Zona de Transição; Alunos; Pessoas com Deficiência

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.