A study of the Effectiveness of a School-to-Work Transition Program for learners at a special educational needs school in Tshwane

Abstract

ABSTRACT

Introduction: South Africa has a high unemployment rate and few post-school employment opportunities for learners with disabilities. School-to-work transition programs in special educational needs schools prepare learners with disabilities for work in the open labour market, optimizing post-school employment opportunities.

Aim: This study explores the effectiveness of a school-to-work transition program at the Pretoria School for learners with special needs. 

Methods: This study was an interpretive phenomenological qualitative study. We conducted semi-structured interviews with six occupational therapists involved in delivering the program at the school. Ethics clearance was obtained from the UP-Research ethics Committee and the data were analysed using thematic analysis.

Findings: The three themes that emerged were 1) the value of the program, 2) the facilitators that influence school-to-work transition, and 3) the barriers that influence school-to-work transition. 

Conclusion: The effectiveness of the school-to-work transition program was influenced by personal, environmental, and occupational barriers and facilitators. The findings highlighted that the benefits of the program should be viewed in a broader context, as learners mature and develop self-confidence. The value of the program thus extends beyond employment opportunities.  

Key terms: learners with disabilities, occupational therapy, open labour market, school-to-work transition, supported employment, vocational rehabilitation