Abstract
ABSTRACT This study aimed to explore the caregiving experiences of primary caregivers, mothers of children with high-functioning autism, during the transition of leaving school and sometimes starting work. In-depth interviews were conducted with nine caregiving mothers with high-functioning children with autism aged 16–27 years. Results revealed that caring for a high-functioning child with autism during their life transition includes three roles: social advocacy, caregiving life coach, and personal selfhood reexamination. Thus, a theoretical model of empowering these caregivers during the child’s school-to-work life transition can be established. With the empowerment strategies of strengthening multiple roles, findings allow practitioners and policymakers to reflect on the interventions supporting families in transitioning planning at different systematic levels, including the individual, the family, and the larger community.
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