Factors Associated with the School-to-Work Transition Success of Learners with Special Educational Needs towards a Framework for Successful Transition
DOI:
https://doi.org/10.54536/ajds.v4i1.7896Keywords:
School-to-work transition, Learners with Special educational needs , Vocational skills , Self-determination, Transition servicesAbstract
This study examined the factors associated with the school-to-work transition success of learners with special educational needs (LSENs) and proposed a framework for successful transition. A descriptive-correlational research design was utilized involving 50 LSENs enrolled in a special education program. Data were gathered using a validated researcher-made questionnaire assessing functional life skills, communication skills, vocational skills, self-determination, social skills, family support, and transition services. Frequency, percentage, weighted mean, Pearson Product-Moment Correlation, and regression analysis were used to analyze the data. Findings revealed that most learners demonstrated moderate to high levels of transition performance. Correlation analysis showed that all examined factors were significantly associated with school-to-work transition success. Regression analysis further identified vocational skills, self-determination, family support, and transition services as significant predictors, with vocational skills emerging as the strongest predictor. The findings suggest that successful transition outcomes among LSENs require a holistic approach integrating employability preparation, learner autonomy, family involvement, and structured transition support services. The study highlights the importance of strengthening vocational training, individualized transition planning, family-school collaboration, and work-based learning opportunities to improve employment readiness and independent living outcomes among learners with special educational needs.
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