Open AccessEvidence-Based Secondary Transition Predictors for Physical Therapists Working With High School Students
Author(s) -
Antonette Doty,
Laurie Ray,
Kelly Clark,
Lauren K. Bethune,
David W. Test
Publication year - 2020
Publication title -
pediatric physical therapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.621
H-Index - 47
eISSN - 1538-005X
pISSN - 0898-5669
DOI - 10.1097/pep.0000000000000706
Subject(s) - transition (genetics) , psychology , medical education , physical disability , work (physics) , inclusion (mineral) , evidence based practice , medicine , alternative medicine , psychiatry , social psychology , mechanical engineering , biochemistry , chemistry , pathology , engineering , gene
Individuals with disabilities experience poorer postschool outcomes compared with their peers without disabilities. Youth with orthopedic or physical disabilities experience challenges during transition particularly in the areas of education and employment. Physical therapists should continue to become more involved in transition planning and providing services for transition-age students with physical disabilities. The purpose of this article is to clarify the role of physical therapists who work with students who have disabilities, as they transition from high school to postsecondary roles as well as provide the current evidence-based predictors of postschool success and recommended practices to school-based physical therapists who work with these students.