Parent involvement in the transition process of children with intellectual disabilities: An implication for social work practice

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.

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Parent involvement in the transition process of children with intellectual disabilities: An implication for social work practice

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