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

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.