Abstract:

Successful transitions from school to vocational training or employment remain a critical challenge for learners with disabilities, particularly in systems where support structures are unevenly implemented and often dependent on local resources. This study analyzes current transition planning practices and the degree of institutional cooperation between schools, families, and community services, aiming to clarify how these actors facilitate or impede continuity across the lifespan. The central objective is to identify both structural and relational barriers, as well as enabling factors that influence whether individuals with disabilities experience a coherent, predictable, and empowering transition into adult life.

Data were collected through structured interviews with 15 special educators, 18 parents, and 7 local employment counselors. These stakeholder groups were selected to capture the multi-layered nature of transition processes: pedagogical planning, family engagement, and labor-market integration. Results demonstrate that, although individualized transition plans are formally required and generally exist on paper, their practical implementation remains inconsistent and frequently fragmented. Many educators reported insufficient time, limited training, and unclear institutional expectations, while parents often expressed uncertainty about their role and a lack of accessible guidance on post-school options. Employment counselors highlighted systemic gaps between educational preparation and workplace requirements, noting that learners frequently exit school with insufficient vocational exposure or real-world practice.

A recurring theme in the interviews was the absence of meaningful cross-sector coordination. Schools, family structures, and community services tend to operate in parallel rather than as an integrated network, resulting in duplicated efforts, communication delays, and missed opportunities for early intervention. Limited parental involvement-often caused by inadequate communication or socio-economic constraints - was also identified as a significant predictor of weaker long-term outcomes. Participants emphasized the need for sustained mentorship programs, structured experiential learning placements, job-shadowing opportunities, and interagency collaboration to reinforce transition pathways and ensure continuity of support.

The study proposes a holistic framework for transition support that rests on the principle of shared responsibility across educational, social, and employment institutions. This framework underscores the importance of early identification of needs, consistent monitoring, and collaborative planning that includes the learner as an active participant. By strengthening communication channels, aligning expectations, and ensuring coherent case management, institutions can better prepare young people with disabilities for settings that demand autonomy, adaptability, and vocational competence.

Furthermore, the findings highlight that inclusion cannot be confined to the school environment. Long-term participation in community life and the labor market requires structures that extend beyond graduation, providing adults with disabilities access to meaningful employment, social integration, and decision-making opportunities.

Keywords:

Transition support, disabilities, interagency collaboration, lifelong inclusion, vocational education, mentorship.