Department of Vocational Teacher Education, Oslo Metropolitan University, 0130 Oslo, Norway.
Department of Special Needs Education, University of Oslo, 0318 Oslo, Norway.
Int J Environ Res Public Health. 2023 Jan 19;20(3):1892. doi: 10.3390/ijerph20031892.
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.
在从学校到工作的过渡期间，智障青年的照顾者通常在支持子女方面发挥着延长和主导的作用。本文探讨了照顾者在其子女的学校到工作的过渡期间的整体经历。对十名智障青年的十一位父母/监护人进行了十次定性深入访谈。通过反思性主题分析，出现了以下主题：（i）在学校期间为就业做不同程度的准备；（ii）过渡崩溃的经历；（iii）努力驾驭系统；（iv）照顾者的野心和高期望；以及（v）与专业人士的积极会面。我们研究中的所有照顾者都对孩子的就业抱有明确的野心，他们通过为孩子争取权利以及尽可能与支持系统合作来支持他们。然而，他们的经历揭示了过渡过程往往是随机的，没有总体实施策略。过渡过程的整体情况是照顾者担忧和压力的时期，在大多数方面都有改进的空间。
