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

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.