Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education

BACKGROUND: Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN). OBJECTIVE: The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among...

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Bibliographic Details
Published in:Work (Reading, Mass.) Mass.), 2023-01, Vol.75 (1), p.85-95
Main Authors: Yngve, Moa, Lidström, Helene, Hemmingsson, Helena, Ekbladh, Elin
Format: Article
Language:English
Subjects:
Content analysis
Education
Humans
Job satisfaction
Occupations
participation
Schools
Secondary education
Special Education
specialpedagogik
Students
Surveys and Questionnaires
unemployment
Work Capacity Evaluation
young adults
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Summary:BACKGROUND: Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN). OBJECTIVE: The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among former students with SEN who had received a student-centred information and communication technology (ICT) intervention. METHODS: Questionnaire data on productive occupations (n = 81) were complemented with the semi-structured Worker Role Interview (WRI) concerning perceived work ability (n = 20), in an embedded mixed methods design. Group comparisons between participants who were and were not established in productive occupations were performed. Written notes from the WRI were analysed with a deductive content analysis. RESULTS: Findings demonstrated that almost two-thirds (63% n = 51) of the former students with SEN were established in productive occupations. The established group had to a higher extent obtained pass grades and had to a lesser extent received time-assisting ICT. Managing daily routines in combination with a productive role in a satisfactory manner was perceived as most challenging for the participants in relation to their work ability. CONCLUSION: The results indicate that students with SEN need person-centred support to handle difficulties both in and outside upper secondary school to promote the transition from school to establishment in productive occupations.
ISSN:1051-9815
1875-9270
1875-9270
DOI:10.3233/WOR-220057