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School-to-work Transitions for Students with Intellectual Disabilities: Teachers' Perceptions and Experiences of a Recent Workplace-Based Reform in Sweden
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete. (DISLIFE)ORCID-id: 0000-0003-2647-2869
Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för demografi och åldrandeforskning (CEDAR). (DISLIFE)ORCID-id: 0000-0002-5067-1609
Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för demografi och åldrandeforskning (CEDAR). Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier. (DISLIFE)ORCID-id: 0000-0001-9042-9166
2021 (Engelska)Ingår i: Journal of International Special Needs Education, ISSN 2159-4341, E-ISSN 2331-4001, Vol. 24, nr 2, s. 86-96Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Having a job, or being employed, is associated with a number of positive effects. Although policies in Sweden support the right of people with disabilities to work and highlight access to employment as a priority, this group of people continues to lose out in employment against other citizens. However, little is known about actions or initiatives implemented to enhance labor market participation among people with disabilities. This study contributes useful findings on a promising implementation of a school-to-work transition initiative, workplace based learning (WBL), in special needs upper-secondary schools in Sweden. The aim of the study was to identify how teachers, having a key role in the implementation process, view and experience WBL and its actual functioning to enhance school-to-work transitions for students with intellectual disabilities. Drawing on 13 interviews with teachers working as supervisors and coordinators in the WBL training, our findings lead to three main conclusions. First, the teachers had significant reliance on WBL and its potential to prepare students for the labor market. Second, the teachers hesitated with regard to whether and to what extent WBL actually enhances school-to-work transitions. Third, the WBL reform has had significant negative effects on the working conditions of the supervising teachers involved. Our study uncovers a number of barriers for WBL to function as an actual bridge to work for students with intellectual disabilities, which we argue have important messages to bring for both policy and practice. 

Ort, förlag, år, upplaga, sidor
Meridian Allen Press , 2021. Vol. 24, nr 2, s. 86-96
Nyckelord [en]
School-to-work transitions, intellectual disabilities, special needs upper-secondary school, Sweden, workplace-based learning, interview data
Nationell ämneskategori
Socialt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-182301DOI: 10.9782/JISNE-D-20-00012OAI: oai:DiVA.org:umu-182301DiVA, id: diva2:1545156
Ingår i projekt
Liveable disabilities: Life courses and opportunity structures across time, Europeiska unionen – Horizon 2020
Forskningsfinansiär
EU, Horisont 2020, 647125Tillgänglig från: 2021-04-19 Skapad: 2021-04-19 Senast uppdaterad: 2022-06-22Bibliografiskt granskad

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Ineland, JensKarhina, KaterynaVikström, Lotta

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Ineland, JensKarhina, KaterynaVikström, Lotta
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Institutionen för socialt arbeteEnheten för demografi och åldrandeforskning (CEDAR)Institutionen för idé- och samhällsstudier
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Journal of International Special Needs Education
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