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This qualitative study explores the occupational and transition challenges faced by students with intellectual disabilities within Comprehensive Transition and Postsecondary (CTP) programs and to evaluate the knowledge and utilization of occupational therapy among program directors. Utilizing a qualitative approach, the researcher utilized open-ended surveys administered to CTP program directors to assess their understanding of occupational therapy practices, alongside semi-structured interviews with students enrolled in CTPs and their program directors. The interviews focused on students' experiences and challenges, while program directors discussed their knowledge of occupational therapy and integrating OT into their programs.
Thematic analysis was employed to analyze and code the qualitative data, allowing for the identification of key themes related to the participants' experiences. This provides a comprehensive understanding of the collaboration between occupational therapy and the transition experiences of students with intellectual disabilities, ultimately informing best practices and policy recommendations for enhancing support within CTPs. The findings are expected to contribute to the existing literature on students’ challenges and occupational therapy as well as highlight the importance of collaboration among stakeholders to improve outcomes for students with intellectual disabilities.