Caregivers' Experiences with School-Work Transitions for Their Children with Disorders of Intellectual Development.

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.

Employment for persons with intellectual disability in the Nordic countries: A scoping review.

Background: Persons with intellectual disability remain largely excluded from the labour market in the Nordic countries. A review of the existing knowledge base may inform policymakers who try to address this challenge.

Method: The study uses a scoping review of 23 articles to summarize three decades of research on employment for persons with intellectual disability in the Nordic countries.

Student-directed learning: A catalyst for academic achievement and self-determination for students with intellectual disability.

In this single-case experimental design study, eight adolescents with mild intellectual disability (ID) participated in a 3-month intervention with the Self-Determined Learning Model of Instruction. Findings indicate that student-directed learning may enable students with ID to increase their academic achievements, and the authors explore how this may lead to enhanced self-determination over time. Further data analysis suggests that student-directed learning first of all may have an impact at the level of the environment, such that teachers start to perceive their students with ID as capable agents who can take an active role in their own learning process.