Transition of Youth with Intellectual Disabilities: Voices of Parents

[[abstract]]The purpose of this qualitative study is to examine the perspectives on transition of parents who have children with intellectual disability (ID) from school to adult life. The data were collected through observation and interviewing with eight parents. Ecological Model Theory was adopted to be a referent framework for analysis. There are three core themes were found by eight parents: (1) Recognizing five specific stages in transition process, such as the viewpoints before delivering the transition service, the insights during the transition activities, decision making and adaption, specific services pursuing, and supporting to their child in order. (2) While parents participated in transition services, it was an interactive and changeable process which was deeply affected by Ecological System where they live. (3) Both parents and young adults with ID are the consumer of the service in transition process. Regarding to the ways which parent involved in the transition process from school to adult life, researcher categorized two types. One was that some parents chose to play as passive roles on transition process, and the other was that others are more aggressive and participated in the transition process. It also demonstrated the potential importance of systematic intervention aimed at improving family understanding and involvement. Recommendations based on research findings were provided for school system, government, and future studies.