ISSN: 2226-6348
Open access
Purpose - This study explores the implementation of Special Vocational Subjects (MPV Khas) for students with learning disabilities (MBP) as career transition from teachers' perspectives in the Special Education Integration Program (PPKI). The study employs Maslow’s Theory and Behaviorism, using the Transition Programming Taxonomy Model, Transition to Adult Living Model, and the Generic Skills Model from The Conference Board of Canada. A qualitative approach with a multiple case study design was used, involving eight teachers selected through purposive sampling from four secondary schools. Data collection included interviews, observations, and document analysis, which were analyzed descriptively and presented narratively. The findings indicate that MPV Khas implementation in PPKI covers program structure, career experience preparation, generic skills application, parental involvement, and inter-agency collaboration. However, challenges exist in curriculum structure, lack of qualified teachers, financial constraints, student attitudes, and limited parental and agency involvement. A new framework is proposed to enhance the implementation of MPV Khas for career transition in PPKI.
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