Views of Chinese parents and transition teachers on school-to-work transition services for adolescents with intellectual disability: A qualitative study

^†This manuscript was accepted under the Editorship of William R. Lindsay.

Abstract

Background The use of effective theory and practice in school-to-work transition for adolescents with intellectual disability (ID) is essential to enhance transition outcomes. In China, little attention has been paid to these issues. The current study explored Chinese parents’ and transition teachers’ views on school-to-work transition services for adolescents with ID.

Method Fourteen transition teachers and 14 parents across 7 cities in China were interviewed, and the interview data were thematically analysed.

Results The results suggest that the chief reasons for poor transition outcomes in China include social bias toward and limited employability of adolescents with ID, lack of quality transition programs, and insufficient policy and financial support.

Conclusions It is recommended that the Chinese government, employers, transition institutions, and families make changes to address the underachievement of postsecondary transition outcomes.

Keywords:

• school-to-work transition
• intellectual disability
• parent and transition teacher views
• China

Acknowledgements

Our sincere gratitude goes to the participating parents and transition teachers in China, and also to the independent checkers for the accuracy of transcription, translation, and coding.

Author note

There are no restrictions on publication of the research data; the authors have no financial or nonfinancial conflict of interest in the publishing of this research paper.

Notes

^† This manuscript was accepted under the Editorship of William R. Lindsay.