ABSTRACT
Studies examining parental perceptions during the post-school transition to life and employment for individuals with intellectual disabilities suggest that parents substantially influence transition planning and employment outcomes. In this study, a systematic literature review was conducted according to the PRISMA guidelines. The search terms (a) child, (b) adolescent, (c) student, (d) intellectual disability, (e) developmental disability, (f) cognitive impairment, (g) special needs, (h) vocational education, (i) vocational training, (j) employment, (k) transition, (l) parent, (m) caregiver, and (n) family were used and combined with Boolean operators in the ProQuest, Web of Science, and EBSCO databases. A total of 972 records were identified; after removing duplicates and studies not in English, 937 articles were screened by title and abstract, and 18 studies were evaluated for their eligibility. Ultimately, eight studies met all the inclusion criteria and were included in the review. The findings reveal that parents’ expectations, concerns, and experiences substantially influence their children’s transition to employment, and that current transition planning and employment systems are inadequate in meeting these expectations. In addition, structured programs positively affect parental perceptions, and social networks play a critical role in employment opportunities. The results underline the importance of more active family involvement in transition processes, consideration of the cultural context, and development of sustainable support mechanisms.