Which Success Factors Do Young Adults with Mild Intellectual Disability Highlight in Their School-Work Transition?

Autor/inn/en	Sigstad, Hanne Marie Høybråten; Garrels, Veerle
Titel	Which Success Factors Do Young Adults with Mild Intellectual Disability Highlight in Their School-Work Transition?
Quelle	In: European Journal of Special Needs Education, 38 (2023) 4, S.573-587 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2148600
Schlagwörter	Mild Intellectual Disability; Young Adults; Adjustment (to Environment); Individual Characteristics; Environmental Influences; Self Determination; Soft Skills; Family Influence; Social Support Groups; Cooperative Planning; Secondary Education; Employment; Work Environment; Accessibility (for Disabled); Foreign Countries; Vocational Education; Norway + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Environmental influence; Umwelteinfluss; Selbstbestimmung; Social support; Soziale Unterstützung; Sekundarbereich; Dienstverhältnis; Arbeitsmilieu; Accessibility; Zugänglichkeit; Ausland; Ausbildung; Berufsbildung; Norwegen
Abstract	This study examined which success factors young adults with mild intellectual disability highlight in their school-work transition. The study was based on qualitative interviews with ten young adults with intellectual disability who obtained competitive employment after upper secondary school. A thematic, structural analysis was conducted to identify the themes. During the interviews, we explored how participants valued the importance of psychological traits, personal characteristics, and environmental factors for their successful school-work transition, and indeed, each of these were considered relevant to them. Participants identified self-determination, soft skills, parental/family support, wider network support, school-workplace collaboration, inclusive work environment, and individual accommodations at the workplace as important for their transition to work. The article discusses implications for practice, so that more young adults with intellectual disability may gain access to the labour market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01