Where do We Go from Here? School–To–Work Transition Experiences of Persons with Intellectual Disabilities

This qualitative study explored the school-to-work transition experiences among persons with ID in a special school. Fifteen participants, including parents, teachers, and artisans were selected through purposive sampling. Data was collected through focus group discussions. Participants’ responses were tape-recorded and transcribed for analysis. The data was analysed using deductive thematic analysis. The findings revealed that although formal transitional plans exist, persons with ID do not go into employment after completing their primary education and vocational training. Instead, they often pursue further training outside the school in batik tie-and- dye, doormat weaving, bead-making, and basketry before their subsequent employment. The study identified several challenges hindering school-to-work transition among such persons, including inadequate skill training, poor transition planning, limited job placement options, lack of parental involvement, and poor societal attitudes toward them. The findings suggest that effective transition programmes require effective policy formulation and implementation, adequate financial and material resources for their training, advocacy, and awareness creation for social acceptance to improve their skill development and employment prospects.