Abstract

Date Presented 03/27/20

During transition from early intervention to the public school system, the responsibility to advocate shifts to the parent. Parents need knowledge of special-education programming to advocate properly. A study examining parents’ knowledge of the transition found gaps in knowledge of special-education programming. The study also identified education level as a relevant factor to knowledge levels. OTs should empower parents to advocate for the educational needs of the child.

Primary Author and Speaker: Andrea Brown

Additional Authors and Speakers: Lauren Cherry, Sarah Matheny, Haley DeFlorian, Savannah Parrott, Libby Lane

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