摘要：The involvement of related service personnel (such as occupational therapists) in the transition planning process for children with disabilities has consistently been reported as low. The purpose for this pilot study was to (a) compare Masters-level occupational therapy student knowledge of transition-related terminology to practicing therapists and (b) determine what perceived barriers students have as it relates to transition planning. A one-shot case study design was used to collect data. Occupational therapy students participated in a one-hour lecture on transition planning and a three-hour lab wherein they learned how to administer transition planning inventories. Afterwards, they completed a brief survey in order to determine whether or not the perceived barriers identified by student occupational therapists aligned with what practicing occupational therapists have identified. Occupational therapy student understanding of transition-related terminology varied from what occupational therapy practitioners reported, and perceived barriers continue to exist among occupational therapy students. Additional training is needed at the collegiate level in order to improve understanding of transition-related terminology and address perceived barriers to involvement in the transition planning process.
