Li Cheng, Yang Lan, Sin Kuen Fung, Gao Fengzhan, Romano Alessandra
Institute of Special Needs and Inclusive Education (ISNIE), The Education University of Hong Kong, Hong Kong, China.
D1-1/F-44, Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, China.
Behav Sci (Basel). 2025 Jul 9;15(7):927. doi: 10.3390/bs15070927.
Despite robust evidence linking career adaptability (CA) to positive vocational and psychosocial outcomes in general populations, research on the CA among individuals with special educational needs (SEN) remains limited. Prior reviews have largely overlooked the distinct challenges faced by SEN populations. To address this gap, we conducted a systematic review across five major databases, yielding an initial pool of 81 studies. Following rigorous screening, only eight quantitative studies met the inclusion criteria, reflecting the early stage of the research in this area. The included studies span diverse SEN groups, including individuals with visual impairments, intellectual disabilities, and mental health conditions. CA was consistently found to be associated with adaptive outcomes such as self-esteem, self-efficacy, hope, and career satisfaction. However, the literature is characterized by methodological limitations, notably the predominance of cross-sectional designs, the underrepresentation of neurodevelopmental conditions (e.g., ASD, ADHD), and a lack of cross-cultural perspectives and standardized instruments specifically adapted to SEN learners. Future studies should focus on the need for longitudinal and mixed-method designs, contextually cross-cultural research, and inclusive measurement tools. Furthermore, exploring the ecological and emotional predictors of CA; expanding to underrepresented SEN subgroups; and evaluating diverse interventions beyond mentoring are essential to informing tailored educational and vocational support for individuals with SEN.
尽管有充分的证据表明职业适应性（CA）与普通人群的积极职业和心理社会成果相关，但针对有特殊教育需求（SEN）个体的职业适应性研究仍然有限。先前的综述在很大程度上忽略了有特殊教育需求人群所面临的独特挑战。为了填补这一空白，我们对五个主要数据库进行了系统综述，初步筛选出81项研究。经过严格筛选，只有八项定量研究符合纳入标准，这反映了该领域研究尚处于早期阶段。纳入的研究涵盖了不同的有特殊教育需求群体，包括视力障碍者、智力障碍者和有心理健康问题的人。研究一致发现，职业适应性与诸如自尊、自我效能感、希望和职业满意度等适应性成果相关。然而，现有文献存在方法学上的局限性，尤其是横断面设计占主导地位、神经发育障碍（如自闭症谱系障碍、注意力缺陷多动障碍）研究不足，以及缺乏跨文化视角和专门为有特殊教育需求的学习者量身定制的标准化工具。未来的研究应侧重于纵向和混合方法设计的必要性、情境化的跨文化研究以及包容性的测量工具。此外，探索职业适应性的生态和情感预测因素；扩大到研究不足的有特殊教育需求亚群体；以及评估除指导之外的各种干预措施，对于为有特殊教育需求的个体提供量身定制的教育和职业支持至关重要。
