ISSN: 2226-6348
Open access
Transitioning from school to employment or higher education is critical for students with special needs, requiring tailored support and innovative approaches aligned with 21st-century teaching and learning principles. This systematic review aims to identify and synthesize best practices in supporting career transition for these students, focusing on family involvement, individualized career planning, and technology integration. This study used the PRISMA approach. A comprehensive search of peer-reviewed articles published between 2022 and 2024 was conducted across multiple databases, including Scopus and Web Of Science database fields an extensive selection of studies, reviews, and articles related to transition programs for special education students. After applying advanced searching, the final data set consisted of (n=15). The findings highlight three key themes emerged Inclusive Career Transition Programs, Barriers and Facilitators in Career Transition, and Innovative Practices and Pedagogies. This review provides valuable insights for educators, policymakers, and families, emphasizing the need for a holistic approach that leverages 21st-century skills and technologies. By adopting these best practices, stakeholders can enhance the career readiness and long-term success of students with special needs, ensuring a smoother transition to adulthood and greater opportunities for meaningful employment and community participation. Further research is recommended to explore these practices' long-term outcomes and address the identified challenges.
Arias-Pastor, M., Van Vaerenbergh, S., Fernández-Solana, J., & González-Bernal, J. J. (2023). Perceptions and preparedness of secondary teacher trainees to foster inclusive schools for all. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1242623
Barnhill, S. Y. Z.. (2022). Post-Secondary Transition Planning Among African American Special Needs Graduates and Parents in North Carolina: A Phenomenological Study.
Battisti, A., Lazzaro, G., Varuzza, C., Vicari, S., & Menghini, D. (2022). Distance learning during COVID-19 lockdown: Impact on adolescents with specific learning disorders and their parents. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.995484
Bonds, B. G. (2006). School-to-work transitions. In Deaf Learners (Vol. 9781563683, pp. 145–158). Gallaudet University Press. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957771691&partnerID=40&md5=54325bc7d261a0e8359f7639f5985d9b
Carter, E. W., Trainor, A. A., Owens, L. A., Sweden, B., & Sun, Y. (2011). Self-determination prospects of youth with high-incidence disabilities. Journal of Emotional and Behavioral Disorders, 19(3), 187–199.
Fasching, H. (2014). Career counselling at school for placement in sheltered workshops? British Journal of Learning Disabilities, 42(1), 50–57. https://doi.org/10.1111/bld.12009
Fujino, H., & Sato, N. (2022). Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study. Humanities and Social Sciences Communications, 9(1). https://doi.org/10.1057/s41599-022-01319-w
Fung, S. K., & Lan, Y. (2018). Post-school Transition of Students with Special Educational Needs in Hong Kong. In Education in the Asia-Pacific Region (Vol. 41, pp. 183–195). Springer Nature. https://doi.org/10.1007/978-981-10-6476-0_11
Glaze, K., Sward, A., Lenne, E., Brown, S., Rogers, L., Frankel, K. A., & Klawetter, S. (2023). Impact of COVID-19 on Referral Patterns and Service Delivery for an Integrated Behavioral Health Program. Families in Society, 104(2), 142–153. https://doi.org/10.1177/10443894221133500
Hannon, L., & O’Donnell, G. M. (2022). Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy. Journal of Education for Teaching, 48(2), 241–255. https://doi.org/10.1080/02607476.2021.1989981
Hellemann, P. C. (2022). Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom. South African Journal of Childhood Education, 12(1). https://doi.org/10.4102/SAJCE.V12I1.1205
Imai, A., Maebara, K., & Yaeda, J. (2023). Efforts and Effectiveness in Improving Knowledge and Skills of Vocational Assessment for Teachers Supporting Career Decisions of Students with Intellectual Disabilities. Journal of Intellectual Disability - Diagnosis and Treatment, 11(4), 167–175. https://doi.org/10.6000/2292-2598.2023.11.04.1
Kohler, P. D., & Field, S. (2003). Transition-Focused Education: Foundation for the Future. Journal of Special Education, 37(3), 174–183. https://doi.org/10.1177/00224669030370030701
Lambert, A., McKelvey, S., Getzel, E. E., Belluscio, T., & Parthemos, C. (2023). Perspectives on the implementation of pre-ETS services: Identification of barriers and facilitators to early career planning for youth with disabilities. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161280061&doi=10.3233%2fJVR230001&partnerID=40&md5=0ae5912e4a1b4f44854741f1e7c64d23
Martin, J. E., Van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. E., & Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the Self-Directed IEP as an evidenced-based practice. Exceptional Children, 72(3), 299–316. https://doi.org/10.1177/001440290607200303
Menze, L., Solga, H., & Pollak, R. (2023). Long-term scarring from institutional labelling: The risk of NEET of students from schools for learning disability in Germany. Acta Sociologica (United Kingdom), 66(3), 289–306. https://doi.org/10.1177/00016993221114257
Morningstar, M. E., Trainor, A. A., & Murray, A. (2016). Examining outcomes associated with adult expectations for postschool life for young adults with disabilities. Remedial and Special Education, 37(3), 131–144.
Mutlu, S., Ziegler, B., & Granato, M. (2024). Logics of career choice - concept and results of an approval-sensitive career guidance workshop. FRONTIERS IN PSYCHOLOGY, 14. https://doi.org/10.3389/fpsyg.2023.1235221
Noraini, A., & Rohaizat, I. (2021). Parents Involvement in Implementation of Career Transition for Students with Learning Disabilities from a Teacher’s Perspective in Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(8). https://doi.org/10.6007/ijarbss/v11-i8/10418
Peña-Quintana, M. T., & Santana-Vega, L. E. (2022). The Transition to Employment in Wales and the Canary Islands for People with Intellectual Disabilities: Supported Employment. Education Sciences, 12(11). https://doi.org/10.3390/educsci12110796
Phuong, T. H., & Quynh, D. T. N. (2022). TRAINING PERCEPTION AND WORK ENGAGEMENT: THE MEDIATING ROLE OF ORGANISATIONAL-BASED SELF-ESTEEM AND SELF-EFFICACY. Central European Business Review, 11(2), 19–40. https://doi.org/10.18267/j.cebr.286
Poppen, M., Sheftel, A., Lindstrom, L. E., Rowe, D. A., Unruh, D., & Mazzotti, V. L. (2024). Transition self-assessment tool: The development and field testing of a statewide assessment of pre-employment transition services. Journal of Vocational Rehabilitation, 60(2), 175–184. https://doi.org/10.3233/JVR-240004
Rowe, D. A., Mazzotti, V. L., & Sinclair, J. (2015). Strategies for Teaching Self-Determination Skills in Conjunction With the Common Core. Intervention in School and Clinic, 50(3), 131–141. https://doi.org/10.1177/1053451214542043
Schellenberg, C., Steinebach, C., & Krauss, A. (2022). Empower Peers 4 Careers: Positive Peer Culture to Prepare Adolescents’ Career Choices. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.806103
Schutz, M. A., & Travers, H. E. (2023). Career Development in Rural Districts: Opportunities and Limitations Regarding Students With Disabilities. Rural Special Education Quarterly, 42(3), 136–151. https://doi.org/10.1177/87568705231179939
Seko, Y., Oh, A., Goberdhan, K., Bowman, L., Hubley, D., Khazanchi, P., Vermeulen, N., & Curran, C. J. (2022). Transitions Theatre: An Arts-Informed Interprofessional Education Workshop. MedEdPORTAL?: The Journal of Teaching and Learning Resources, 18, 11254. https://doi.org/10.15766/mep_2374-8265.11254
Teresa Pena-Quintana, M., & Santana-Vega, L. E. (2022). The Transition to Employment in Wales and the Canary Islands for People with Intellectual Disabilities: Supported Employment. EDUCATION SCIENCES, 12(11). https://doi.org/10.3390/educsci12110796
Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., Walker, A. R., & Kortering, L. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160–181.
Viezel, K. D., Wilczynski, S. M., & Davis, A. S. (2022). Postsecondary Transition for College- or Career-Bound Autistic Students. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158945543&doi=10.1007%2F978-3-030-93947-2&partnerID=40&md5=288945eaaeb5cd7451f67687927673c6
Vilbas, J. A., & King-Sears, M. E. (2023). Establishing a research base: school counsellors and students with disabilities. Educational Research, 65(2), 204–229. https://doi.org/10.1080/00131881.2023.2203708
Wang, J., Kaufman, T., Mastrotheodoros, S., & Branje, S. (2024). Navigating the school transition: Within- and between-person associations between adolescents’ academic self-efficacy, school relatedness, and intrinsic academic motivation. Journal of School Psychology, 106. https://doi.org/10.1016/j.jsp.2024.101326
Yngve, M., Lidström, H., Hemmingsson, H., & Ekbladh, E. (2023). Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education. Work, 75(1), 85–95. https://doi.org/10.3233/WOR-220057
Mokhtar, K., Zaharudin, R., & Azuddin, S. K. Y. (2024). Best Practices in Supporting Career Transition for Students with Special Needs in the 21st Century: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 13(4), 2306–2316.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode