目标:当学生进出学校或在幼儿园内的年级或部门之间移动到12年级(K-12)学校系统时,会发生较大的教育过渡。对于残疾学生,大型教育转型的质量会影响学术和毕业后的成绩,这与学校职业治疗师密切相关。
目的:探索以学校为基础的职业治疗文献,以描述职业治疗师在支持大型教育转变中的作用,并确定相关术语。
方法:我们搜索了六个数据库(CINAHL,EMCare,Embase,ERIC,MEDLINE,和PsycINFO)用于同行评审的英文出版物,没有日期限制。
方法:我们收录了有关残疾儿童和青少年以及以学校为基础的职业治疗服务的文章,这些服务支持K到12教育的大规模过渡。使用定向内容分析,我们报道了出版物的特点,职业治疗角色,和术语。
结果:我们纳入了46篇37年的出版物,涉及过渡到学校(n=3),在K到12个年级或部门(n=10)内,或退出中等教育(n=33)。职业治疗师承担了许多支持大转变的角色,有些比其他更频繁;125个过渡术语被用于包含的文章,很少有明确定义的术语。
结论:以学校为基础的职业治疗师在教育转型中的参与是广泛的,有扩张的潜力。术语的一致性将支持未来的研究和实践。简单的语言摘要:当学生在学校之间移动时,会发生很大的教育转变,grade,或者作为他们K到12教育的一部分。对于残疾学生,大型教育转型的质量会影响他们的学术和毕业后的成绩。这篇评论提供了对学校职业治疗师如何支持残疾青年教育转型的理解。审查发现职业治疗师承担了许多角色,有可能扩大他们的角色。该综述还确定了文献综述中使用的125个过渡术语,发现很少有术语被明确定义。术语的一致性将支持该领域未来的研究和扩大的职业治疗实践。
OBJECTIVE: Large educational transitions occur when students enter and exit school or move between grades or divisions within the kindergarten to Grade 12 (K-12) school system. For students with disabilities, the quality of large educational transitions affects academic and postschool outcomes, which is germane to school-based occupational therapists.
OBJECTIVE: To explore the school-based occupational therapy literature to describe the roles of occupational therapists in supporting large educational transitions and to identify relevant terminology.
METHODS: We searched six databases (CINAHL, EMCare, Embase, ERIC, MEDLINE, and PsycINFO) for peer-reviewed publications in English with no date limitations.
METHODS: We included articles focused on children and youth with disabilities and school-based occupational therapy services supporting large transitions within K to 12 education. Using directed content analysis, we reported on publication characteristics, occupational therapy roles, and terminology.
RESULTS: We included 46 publications spanning 37 yr that addressed transitions into school (n = 3), within K to 12 grades or divisions (n = 10), or to exit secondary education (n = 33). Occupational therapists assumed many roles in supporting large transitions, some much more frequently than others; 125 transition terms were used across included articles with few terms explicitly defined.
CONCLUSIONS: School-based occupational therapists\' involvement in educational transitions is extensive, with potential for expansion. Consistency in terminology would support future research and practice. Plain-Language Summary: A large educational transition occurs when students move between a school, grade, or division as part of their K to 12 education. For students with disabilities, the quality of a large educational transition affects their academic and postschool outcomes. This review provides an understanding of how school-based occupational therapists support educational transitions for youth with disabilities. The review found that occupational therapists took on many roles, with the potential for expanding their roles. The review also identified 125 transition terms that were used across the literature review and found that few terms were explicitly defined. Consistency in terminology would support future research and expanded occupational therapy practice in this area.