Caregivers’ Experiences with School–Work Transitions for Their Children with Disorders of Intellectual Development

Veerle Garrels () and Hanne Marie Høybråten Sigstad
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Veerle Garrels: Department of Vocational Teacher Education, Oslo Metropolitan University, 0130 Oslo, Norway
Hanne Marie Høybråten Sigstad: Department of Special Needs Education, University of Oslo, 0318 Oslo, Norway

IJERPH, 2023, vol. 20, issue 3, 1-13

Abstract: During the period of school–work transition, caregivers of young adults with disorders of intellectual development (ID) often play an extended and leading role in supporting their children. This article explores caregivers’ overall experiences with their children’s school–work transition. Ten qualitative in-depth interviews were carried out with eleven parents/guardians of ten young adults with disorders of ID. Through reflexive thematic analysis, the following themes emerged: (i) varying degrees of preparation for employment during school years; (ii) the experience of transition collapse; (iii) struggling to navigate the system; (iv) caregivers’ ambitions and high expectations; and (v) positive meetings with professionals. All caregivers in our study had clear ambitions about employment for their children, and they supported them by advocating for their rights and by collaborating as best as possible with the support system. However, their experiences bring to light how the transition process often appears random and without an overarching implementation strategy. The overall picture of the transition process is a time of concern and stress for caregivers, with room for improvement in most areas.

Keywords: disorders of intellectual development; intellectual disability; employment; school–work transition; parental stress; support needs; labour market participation (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2023
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