Parent Involvement in the Transition Process of Children with Intellectual Disabilities: An Implication for Social Work Practice.

Abstract

Purpose: School social workers and counselors support parents of children with disabilities during transitions. This study investigates diverse parent involvement methods and innovative strategies to create a school-like home environment that fosters children's learning and development.

Materials and methods: Through semi structured interviews, the perspectives of nine Chinese caregivers and three social workers were explored regarding parent involvement in their children's transition process.

Results: Using content analysis, the researchers identified major themes: (a) areas of parent involvement in the transition process; and (b) factors influencing parent' involvement. Parent involvement in the transition process can be categorized into three main areas: involvement at home, involvement within school or social service agencies, and involvement in future planning.

Discussion: The study highlights parents' active, diverse involvement in their children's transition, emphasizing strong school-family partnerships and ongoing support.

Conclusion: This research offers valuable insights for school social workers and counselors in developing supportive measures. These measures include equipping parents with the necessary knowledge and skills to create a school-like environment at home and actively participating in home training.