ISSN: 2226-6348
Open access
Transitioning from special education to post-school life presents unique challenges for students with disabilities. It is a phase marked by increased independence, decision-making, and the pursuit of further employment. However, students with disabilities often face barriers that can impede a smooth transition, including limited access to comprehensive transition programs and insufficient support in navigating this critical period. This systematic literature review explores the landscape of transition programs designed to bridge the gap between special education and post-school life. This study used the PRISMA approach. The systematic search of academic data using Scopus and Web of Science provides a comprehensive selection of studies, reviews, and articles related to the transition program for special education students. After applying advanced searching, the final data identifies three themes: 1) best practices for facilitating successful career transitions, 2) challenges faced by both teachers and parents in ensuring program success, and 3) the overall effectiveness of transition programs and support services. In conclusion, the systematic literature review highlights the importance of transition programs for special education students as a means to bridge the gap between their educational experience and the realities of adult life. By addressing the critical need for effective transition programs, educators, policymakers, and stakeholders can contribute to the improved post-school outcomes and overall well-being of students with disabilities. This review underscores the necessity for ongoing research and the development of evidence-based practices in the field of special education transition programs.
Almalky, H. A., & Alqahtani, S. S. (2021). Special education teachers’ reflections on school transition practices that support partnerships with businesses to prepare students with disabilities for employment in Saudi Arabia.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097790134&doi=10.1016%2Fj.childyouth.2020.105813&partnerID=40&md5=9e7bcff9b16c1c7959795fe40b306214
Bakken, J. P. (2019). Special Education Transition ServicesfFor Students with Disabilities: An Introduction. Advances In Special Education, 35, 1–14. https://Doi.Org/Special Education Transition Services For Students With Disabilities: An Introduction (2019)
Båtevik, F. O. (2019). From school to work: Long-term employment outcomes for former special educational needs students. Scandinavian Journal of Disability Research, 21(1), 158–166. https://doi.org/10.16993/sjdr.595
Bouck, E. C., & Park, J. (2019). Special Education Transition Services for Students With Intellectual Disabilities. Advances in Special Education, 35, 53–67.
https://doi.org/10.1108/S0270-401320190000035009
Carlson, S. R., Munandar, V. D., Wehmeyer, M. L., & Thompson, J. R. (2019). SPECIAL EDUCATION TRANSITION SERVICES FOR STUDENTS WITH EXTENSIVE SUPPORT NEEDS. Advances in Special Education, 35, 117–136. https://doi.org/10.1108/S0270-401320190000035015
Cavendish, W., Morris, C. T., Chapman, L. A., Ocasio-Stoutenburg, L., & Kibler, K. (2020). Teacher perceptions of implementation practices to support secondary students in special education. Preventing School Failure, 64(1), 19–27.
https://doi.org/10.1080/1045988X.2019.1628000
Chao, P.-C., Chou, Y.-C., & Cheng, S.-F. (2019). Self-determination and Transition Outcomes of Youth with Disabilities: Findings from the Special Needs Education Longitudinal Study. ADVANCES IN NEURODEVELOPMENTAL DISORDERS, 3(2), 129–137. https://doi.org/10.1007/s41252-019-00105-1
Connaughton, H., & Cline, T. (2021). How far can social role valorisation theory help in transition planning for a school-leaver with significant special needs? BRITISH JOURNAL OF LEARNING DISABILITIES, 49(1), 80–86. https://doi.org/10.1111/bld.12310
Dangoisse, F., Clercq, M. D., Meenen, F. V, Chartier, L., & Nils, F. (2020). When disability becomes ability to navigate the transition to higher education: a comparison of students with and without disabilities. European Journal of Special Needs Education, 35(4), 513–528. https://doi.org/10.1080/08856257.2019.1708642
Domin, D., Taylor, A. B., Haines, K. A., Papay, C. K., & Grigal, M. (2020). ‘“It’s not just about a paycheck”’: Perspectives on employment preparation of students with intellectual disability in federally funded higher education programs. Intellectual and Developmental Disabilities, 58(4), 328–347. https://doi.org/10.1352/1934-9556-58.4.328
Glover, S. Z.-. (2019). College and Career Transition: A Bridge to Postsecondary Success for High School Special Needs Students.
Goldman, G., Berridge, G., Lainas, R., & Tichenor, J. (2020). School to Industry: Preparing for Change. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094882825&doi=10.1145%2f3388530.3410450&partnerID=40&md5=2aa28cccebe2b4734371cec6aaa5a3d2
Goodman, D., Caldwell, A., Bodnar, D., & Stover, A. (2020). Employable: Transition Program to Improve Employment Outcomes for Students with Disabilities - Needs Assessment & Current Constraints. Journal of Occupational Therapy, Schools, and Early Intervention, 13(2), 197–218. https://doi.org/10.1080/19411243.2019.1700470
Hofmann, C., Müller, X., Krauss, A., & Häfeli, K. (2021). Transition from low-threshold vocational education and training to work in Switzerland: Factors influencing objective and subjective career success. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108411073&doi=10.13152%2fIJRVET.8.2.1&partnerID=40&md5=54b3b2b116e1288ff9b1121c3ef0fda7
Lombardi, A. R., Dougherty, S. M., & Monahan, J. (2018). Students With Intellectual Disabilities and Career and Technical Education Opportunities: A Systematic Literature Review. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045132049&doi=10.1177%2F1044207318764863&partnerID=40&md5=07d27fca38dd63b59751974a1b369d86
Malkani, R. (2021). Investigating the opportunities provided for young adults with special education needs and disabilities (SEND) to prepare for adulthood in a city in England. Support for Learning, 36(2), 238–257. https://doi.org/10.1111/1467-9604.12353
Ministry of Education Malaysia. (2014). Garis Panduan Pengurusan Murid Berkeperluan Khas. 1–14.
Oertle, K. M., & O’Leary, S. (2017). The importance of career development in constructing vocational rehabilitation transition policies and practices.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020198959&doi=10.3233%2fJVR-170877&partnerID=40&md5=d5bb737a5905ce46f5499032cf0788b5
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
Plotner, A. J., Marshall, K. J., & Smith-Hill, R. B. (2023). Special Education Teachers’ Preservice Experience With Inclusive Postsecondary Education Programs: Impact on Professional Practices and Dispositions for Secondary Transition Professionals. Teacher Education and Special Education, 46(2), 89–107. https://doi.org/10.1177/08884064221091580
Richter, M., Popa-Roch, M., & Clément, C. (2019). Successful Transition From Primary to Secondary School for Students With Autism Spectrum Disorder: A Systematic Literature Review. Journal of Research in Childhood Education, 33(3), 382–398.
https://doi.org/10.1080/02568543.2019.1630870
Rooney-Kron, M., & Dymond, S. K. (2021). Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences. Career Development and Transition for Exceptional Individuals, 44(4), 229–240. https://doi.org/10.1177/2165143420988492
Roth, S., & Faldet, A.-C. (2020). Being a mother of children with special needs during educational transitions: positioning when “fighting against a superpower.” EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 35(4), 559–566. https://doi.org/10.1080/08856257.2019.1706247
Schels, B., & Wöhrer, V. (2022a). Challenges in School?To?Work Transition in Germany and Austria: Perspectives on Individual, Institutional, and Structural Inequalities. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131575705&doi=10.17645%2fsi.v10i2.5770&partnerID=40&md5=44f65e6c269b5a92eba7a41097158f21
Schels, B., & Wöhrer, V. (2022b). Challenges in School?To?Work Transition in Germany and Austria: Perspectives on Individual, Institutional, and Structural Inequalities. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131575705&doi=10.17645%2Fsi.v10i2.5770&partnerID=40&md5=44f65e6c269b5a92eba7a41097158f21
Schutz, M. A., & Travers, H. E. (2023). Career Development in Rural Districts: Opportunities and Limitations Regarding Students With Disabilities.
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165194335&doi=10.1177%2f87568705231179939&partnerID=40&md5=e3610903e11af8ddd123086e8517ed72
Sivilotti, L. (2020). What are the issues about the inclusion of students with special educational needs in French higher education? Alter, 14(3), 189–201. https://doi.org/10.1016/j.alter.2020.04.001
Suk, A. L., Martin, J. E., McConnell, A. E., & Biles, T. L. (2020). States Decrease Their Required Secondary Transition Planning Age: Federal Policy Must Change. Journal of Disability Policy Studies, 31(2), 112–118. https://doi.org/10.1177/1044207320915157
Sukegawa, A., & Ito, Y. (2023). Factors Leading to the Employment of Students with Developmental Disabilities and Mild Intellectual Disabilities at Special Needs Schools. Journal of Occupational Therapy, Schools, and Early Intervention. https://doi.org/10.1080/19411243.2023.2192208
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
(Mokhtar et al., 2024)
Mokhtar, K., Zaharudin, R., & Ghazali, K. A. (2024). Career Transition for Special Needs Students: A Significant Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 13(1), 1348–1358.
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