Supporting the transition to high school blog series: How OTs can help - Our role during a school transition

Before the transition:

Classroom Observation: Observe the student in their primary school setting to inform transition planning by identifying strengths and areas of need.

Wellbeing Introductions: Facilitate introductions between the student, their family and key wellbeing staff, ensuring they know how to access support when needed.

School Tour Assistance: Accompany the student and/or family on a tour of the high school, highlighting key areas and practicing navigation to reduce anxiety.

Information sharing: Ensure the smooth transfer of key information from the primary to the high school, including assessments and intervention strategies, to maintain consistency in support

OT Interventions:

Organisational skills development: Work with the students to develop essential organisation skills, such as managing belongings and understanding timetables.

Social Skills Preparation: Prepare the student for new social dynamics in high school through role-playing and scenarios that practice social interactions.

Sensory Needs Support: Collaborate with the student to understand and manage their sensory needs in the high school environment.

‘About Me’ page: Create an "‘About Me’ page with the student, highlighting their strengths, interests and specific needs, which can be shared with high school staff.

Early Discussions: Engage in proactive conversations with the student and their family about high school routines, expectations, and changes, providing information in advance to ease anxiety.

Personalised Resources: Develop tailored resources such as visual schedules, checklists, and planners to cater to the student’s new needs in high school.

In High School:

Comprehensive Assessments: Conduct various assessments to support the student’s participation, including:

  • Sensory Profile 2: to identify and address sensory needs

  • Detailed Assessment of Speed of Handwriting (DASH): to determine if the student requires accommodations, such as typing instead of writing or extra time for written tasks.

  • Disability Inclusion Plan (DIP) (upon request): to outline the student’s development goal and strategies.

SSG Meetings: Attend Student Support Group (SSG) meetings to collaborate with teachers, parents, and other professionals, ensuring a coordinated approach to the student’s support.

Letters of Support: Provide letters that outline the student’s needs and recommend specific interventions, which can be used to request additional support services.

Written by Hannah Broughton - Placement student from Deakin University