Initiatives to support the school-to-work transition of people with intellectual disabilities: a systematic review

ABSTRACT

Background

People with intellectual disabilities may find difficulties in their school-to-work transition. The current study aimed to determine which factors have been investigated and which are relevant to this transition process.

Method

A systematic review was undertaken using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included studies published between 2011 and 2023 on initiatives that facilitate the school-to-work transition.

Results

Four broad types of interventions were encountered: career and vocational guidance, training for the development of key competencies, school-based transition programs, and work-based learning. Most studies were quantitative and included key competencies in training activities that focus on specific skills that facilitate the school-to-work transition process.

Conclusions

In order to enable the continuity of processes related to school-to-work transition and to improve inclusive employment and social skills for people with intellectual disabilities, there is a clear need to collect initiatives across countries.

KEYWORDS:

• Intellectual disability
• school-to-work transition
• skills
• vocational guidance
• programs

Acknowledgements

The first author is grateful for the support of the National Research and Development Agency of Chile – ANID (PFCHA/BCH 72220215 scholarship). This work has been supported by the Conselleria de Innovación, Universidades, Ciencia y Sociedad Digital, Comunidad Valenciana, Spain [Proyecto 'ATYPICAL' CIAICO-GVA/2022/223].

Disclosure statement

No potential conflict of interest was reported by the author(s).