Norwegian teachers’ efforts in preparing students with mild intellectual disability for working life

Abstract

People with intellectual disability are only marginally represented in the labour market, and research has identified several school-related barriers to their labour market participation. This study uses a qualitative method triangulation with eight teacher interviews and nine individualised educational plans (IEPs) to explore how teachers prepare students with mild intellectual disability (MID) for future employment in Norway. Document analysis illustrates which work-related goals teachers incorporate in students’ IEPs. In-depth interviews with teachers provide additional information about teachers’ efforts about helping their students become valued employees. Findings from this study indicate wide variation and room for improvement in how schools prepare students with MID for employment. Recommendations for research and practice are discussed in the article. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

Teacher intellectual disability Work Skills Educational goals individual educational plans school-work transition

Index Keywords

Employment training adult female human male apprenticeship Article interpersonal communication interview workplace Thematic analysis Vocational education curriculum education vocation Job market intellectual impairment learning disorder qualitative analysis responsibility teacher attitude high school teamwork social competence work self care secondary education Adaptation social network Personalized medicine tertiary education triangulation cooperation Norway professionalism hygiene

Author Affiliations

Department of Special Needs Education, Universitetet i Oslo, Oslo, Oslo, Norway

Department of Vocational Teacher Education, OsloMet – StorbyUniversitetet, Oslo, Oslo, Norway

Funding & Acknowledgements

Norges Forskningsråd

Grant: 301510

This study is part of the project ‘Effective school-work transitions for students with mild intellectual disability’, funded by the Norwegian Research Council (project number 301510).

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Norwegian teachers’ efforts in preparing students with mild intellectual disability for working life

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