Kjersti Wessel Jevne

• Snipstad, Øyvind Ibrahim Marøy & Jevne, Kjersti Wessel (2026). The Meaning of Care. I Snipstad, Øyvind Ibrahim Marøy & Hvidsten, Bente I. Borthne (Red.), Navigating Contested Perspectives in Special Education. Routledge. ISSN 9781003652656. s. 75–89. doi: 10.4324/9781003652656-7. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2026). Moving out of the family home? Reflections on anticipated care needs in living situations of young adults with Down syndrome in Norway. Journal of Youth Studies. ISSN 1367-6261. s. 1–18. doi: 10.1080/13676261.2026.2661782. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates how young adults with Down syndrome in Norway reflect on their anticipated care needs regarding their living situations. The analysis draws on qualitative, semi-structured interviews with seven participants aged 21–22 years, recruited from an ongoing longitudinal study. The study is situated within political and feminist theoretical perspectives on the concept of care. Thematic analysis identified three key themes: Desire for Support and Independence, which captures the participants’ simultaneous need for autonomy and practical assistance; care through social relationships, emphasizing the importance of peers, family, and support staff in everyday life; and experience of mastery, demonstrating the participants’ efforts to manage daily challenges while maintaining control over their routines. The findings reveal a tension between political frameworks that emphasize independence and the participants’ own understandings of care. While policy documents often conceptualize care primarily as a means to self-sufficiency, the participants value relational and individualized forms of care that balance autonomy with support. The article argues for a more nuanced and inclusive understanding of care, one that integrates individual preferences and relational dimensions, to ensure that young adults with Down syndrome have an active voice in shaping their own living conditions.

• Dolva, Anne-Stine; Kollstad, Marit; Undlien, Roald & Jevne, Kjersti Wessel (2024). The Norwegian Folk High School – A Springboard to Adult Life for Students with Downs Syndrome. Nordisk välfärdsforskning | Nordic Welfare Research. 9(3), s. 252–265. doi: 10.18261/nwr.9.3.4. Fulltekst i vitenarkiv Vis sammendrag

  The number of students with intellectual disabilities attending folk high schools has increased over the past few decades, but their participation and experiences remain understudied. The present study explored the experiences of six former folk high school students with Downs syndrome who were part of a Norwegian age cohort in a longitudinal study. The data was collected through individual interviews, and the findings were analysed through the lens of Etienne Wengerʼs social learning theory. The participants described the folk high school as a social, dynamic, safe, and inclusive community. They were expected to engage in both formal and informal activities, including taking on responsibilities while living at a boarding school. Social participation could be challenging, but it simultaneously motivated them to learn and practise new skills to better fit in. The learning experiences at the folk high school were deemed meaningful, particularly in terms of fostering independence and preparing for adulthood. The learning and formation processes at the folk high school closely align with the characteristics and domains of a community of practice as outlined in Wengerʼs social learning theory. When considering the folk high schoolʼs vision to be a «a school for life» in conjunction with the theory of community of practice and considering the experiences of former folk high school students, it suggests that the folk high school could be a viable post-secondary education option. For the students with Downs syndrome in this study, the folk high school served as a meaningful springboard into adult life.

• Jevne, Kjersti Wessel (2023). Å flytte hjemmefra- betraktninger fra unge voksne med Downs syndrom og deres foreldre. Fontene forskning. ISSN 1890-9868. 2(2023), s. 30–43. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelens tema er betraktninger rundt det å flytte ut av foreldrehjemmet som ung voksen med en utviklingshemming. Informantene er åtte unge voksne med Downs syndrom og 25 foreldre, og artikkelen har en kvalitativ tilnærming med intervjuer og tematisk analyse. Funnene avdekker ulike posisjoner mellom foreldre og unge voksne når det gjelder ønsker og behov knyttet til å bo utenfor foreldrehjemmet. De unge voksne vektlegger både evnen til å klare seg selv og muligheten til å motta hjelp og støtte ved behov. Foreldrene formidler at de unge trenger en betydelig mengde omsorg og hjelp når de flytter hjemmefra. Diskusjonen utforsker betraktninger om omsorg og sårbarhet i sammenheng med utflytting eller planlegging av utflyttingen fra foreldrehjemmet.

• Jevne, Kjersti Wessel; Kollstad, Marit & Dolva, Anne-Stine (2022). Livskvalitet fra perspektivet til unge voksne med Downs syndrom. Ergoterapeuten. ISSN 0800-3475. s. 88–91. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel; Kollstad, Marit & Dolva, Anne-Stine (2021). The perspective of emerging adults with Down syndrome – On quality of life and well-being. Journal of Intellectual Disabilities. ISSN 1744-6295. doi: 10.1177/17446295211030097. Fulltekst i vitenarkiv Vis sammendrag

  This study explored the thoughts of emerging adults with Down syndrome on quality of life and subjective well-being. Eight 22-year-olds participated in interviews. Data was analysed with content analysis. Four themes were revealed: Work based on interest and capability, having an active and social leisure life, a safe place to live and the use of information and communication technology. Two context related patterns were identified showing that quality of life and subjective well-being were related to individualised support to enhance independency in work, social leisure and place of living. Knowledge of their perception of independency and their awareness of needing customised help and support is valuable. This study supports the proposed emerging Quality of Life Supports Paradigm in the field of intellectual disabilities, which integrates key concepts of quality of life and supports.

• Solheim, Liv Johanne; Kollstad, Marit; Jevne, Kjersti Wessel & Dolva, Anne-Stine (2020). Arbeid som trening og mening: Fra skole til arbeid for unge voksne med Downs syndrom. Spesialpedagogikk. ISSN 0332-8457. s. 62–74. Fulltekst i vitenarkiv
• Dolva, Anne-Stine; Jevne, Kjersti Wessel & Kollstad, Marit (2019). Et skoleforløp for elever med Downs syndrom. Spesialpedagogikk. ISSN 0332-8457. 84(3), s. 59–69. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Schulstok, Torild; Jevne, Kjersti Wessel & Kunz, May (2025). Debatt, Skole og utdanning | «Her hos oss liker vi alle elevene!». Fulltekst i vitenarkiv Vis sammendrag

  Vi merker det umiddelbart. Fra vi går gjennom skolegården, inn i bygget og opp trappen til skolens administrasjon. Det er noe med stemningen. Korte observasjoner av samspillet mellom ungdomsskoleelever og lærere som vitner om en grunnleggende trygghet. Stedet oser av en avslappende velkommenhet som kjennes langt inn i ryggraden.

• Dolva, Anne-Stine & Jevne, Kjersti Wessel (2025). Oppvekst med Downs syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2025). The Meaning of Care in Special Education. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2025). Ung voksen med utviklingshemming. Overganger, muligheter og livskvalitet. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2025). “A glance in the Rearview Mirror" Young Adults with Down Syndrome and their mothers' experiences of growing up with Downs syndrome in Norway. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2025). Ung voksen med utviklingshemming Overganger, muligheter og livskvalitet. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel & Snipstad, Øyvind Ibrahim Marøy (2025). The Meaning of Care in Special Education. Fulltekst i vitenarkiv
• Dolva, Anne-Stine; Kollstad, Marit; Undlien, Roald & Jevne, Kjersti Wessel (2024). The Norwegian Folk High School – A Springboard to Adult Life for Students with Downs Syndrome. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Å flytte hjemmefra. Betraktninger fra unge voksne med Downs syndrom og deres foreldre Sesjonstema: Overganger og livsfaser. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Overgang til voksenliv for unge voksne med utviklingshemming. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Intervju i NRK Innlandet, distriktsnyheter. [TV]. NRK. Fulltekst i vitenarkiv Vis sammendrag

  "Et blikk i bakspeilet". Intervju om forskningsprosjektet med unge voksne med Downs syndrom

• Jevne, Kjersti Wessel (2024). Er rockesokker nok? Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Hva er egentlig Downs syndrom? Marte (16) kunne ønske at folk visste mer. [Internet]. ung.forskning.no. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Overgang til voksenliv for unge voksne med Downs syndrom. Muligheter og barrierer. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Hva er viktig i overgangen til voksenliv for unge voksne med Downs syndrom? NAKU Nasjonalt kompetansemiljø om utviklingshemning : Kunnskapsbanken. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Mangfold på ekte? Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Ung voksen med utviklingshemming: Overganger, muligheter og livskvalitet. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2024). Ung voksen med utviklingshemming: Overganger, muligheter og livskvalitet. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2023). Growing up with Down Syndrome in Norway The Transition to Adulthood. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2022). Å vokse opp med Downs syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2022). De usynlige barnas rettigheter. Barnehagefolk. ISSN 1500-6905. s. 40–45. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2022). Growing up with Downs Syndrome in Norway: A longitudinal study investigating perspectives of young adults with Downs syndrome and their parents. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2021). Temakveld Trondheim 24.11.21. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2021). Young adults with Down syndrome in transition to independent and supported adult life in Norway. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2021). Foreldrekveld Ups& Downs Østfold. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2021). Motivasjon og læring, Downs syndrom de første årene. Skauge forlag. ISSN 9788292518700. s. 112–127. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2020). Skoleforløpet- erfaringer fra foreldre til barn med Downs syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2019). Skoleforløpet- erfaringer fra foreldre til barn med Down syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2019). Skoleforløpet- erfaring fra foreldre til barn med Downs syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel; Dolva, Anne-Stine & Kollstad, Marit (2019). Et skoleforløp for elever med Downs syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel; Kollstad, Marit & Dolva, Anne-Stine (2018). Skoleforløpet- erfaringer fra foreldre til barn med Downs syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel (2018). Skoleforløpet- erfaringer fra foreldre til barn med Down syndrom. Fulltekst i vitenarkiv
• Jevne, Kjersti Wessel & Dolva, Anne-Stine (2023). Unge voksne med Downs syndrom i overgang til voksenliv. Universitetet i Innlandet. ISSN 9788283804386. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The purpose of this study is to gain knowledge about how both young adults with Down syndrome themselves and their parents experience the transition to adulthood. The dissertation has recruited participants/informants from a long-term study that has followed these young individuals with Down syndrome since they were five years old. The doctoral project is a qualitative study, and the data material consists of interviews with these young adults and their parents. The research question of the dissertation is: How do young adults with Down syndrome and their parents experience the young adults’ possibilities and potential for agency within the structures they are a part of in their everyday lives during the transition to adulthood? The dissertation consists of four articles. These articles include considerations about the school trajectory from a parental perspective, the transition from school to work, reflections on quality of life and well-being, and how the young adults and their parents experience the planning or act of moving out from the home. The theoretical foundation of the dissertation’s articles is based on theories of inclusion and normalization, as well as a relational understanding of disability. Additionally, the Capability Approach and critical realism comprise the dissertation’s framework in the comprehensive analysis of the collective findings of the articles. These theories contribute to an increased understanding and new explanations of the mechanisms rooted in the institutions of everyday life, which impact the interaction and relationship between the young adults with Down syndrome as actors and the structures they encounter. The main findings of the dissertation reveal that there is a gap between the young adults’ desires and opportunities to be actors in their own everyday lives, and how the structures of everyday life are adapted to them and their possibilities. There exists an imbalance between what the young adults and their parents perceive as possibilities and potential, and how everyday structures are designed to accommodate them. Expectations of independence and autonomy limit the young adults’ actual opportunities. The need for assistance and support is important in everyday life and can contribute to improved quality of life and enable greater agency for these young individuals. The discussion revolves around how societal structures can either limit or promote the young adults’ opportunities for agency in their everyday lives.

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