A Comparison of Perceptions and Multidisciplinary Collaboration Regarding the Elementary School Transition of Young Children With Disabilities: Focusing on Elementary Special Education teachers and Occupational Therapists

Key Points

• This study aims to compare perceptions and collaboration needs between elementary special education teachers and occupational therapists regarding the transition of young children with disabilities.
• Participants included 84 elementary special education teachers and 107 occupational therapists.
• Data analysis was conducted using SAS 9.4, employing frequency analysis, chi-square tests, and independent sample t-tests.
• Cronbach’s α and Cohen’s d were also calculated for statistical reliability.
• Both groups identified daily living skills as the most crucial transition area, followed by school adaptation, academic skills, and social interaction skills.
• Significant differences were found at the item level, with special education teachers placing more importance on certain daily living and social interaction items.
• Occupational therapists reported higher needs for collaboration, particularly in continuous support systems for transition.

Abstract