Readiness of Special Education Teachers in the Implementation of a Career Transition Programme for Students with Special Educational Needs in Malaysian Island Schools

Abstract

The educational framework catering to students with special educational needs should prioritise the development of skills and knowledge that adequately equip them for successful integration into the workforce. The extent to which the education system provides job experiences and skills to students determines their employability after completing their school life. The purpose of this study is to investigate the level of knowledge and abilities of special education teachers in executing the Career Transition Program (CTP) in Malaysian schools on islands. A case study research design is used in this qualitative study. Purposive sampling strategies were used for sampling. This study included six special education teachers from three different island schools as participants. Data was gathered through interviews and field observations. The data was analyzed descriptively in NVivo 14 and presented in narrative form. The study's findings indicate that teachers' knowledge and skills in providing job transition training in schools are rather limited. However, educators exhibit positive attitude in order to facilitate the successful execution of the CTP within educational institutions. Therefore, it is imperative to provide thorough in-service training to special education instructors in order to augment their knowledge and skills in effectively administering the CTP. This study also suggests the need for policies and practices that enhance the effectiveness of the CTP, with the aim of establishing a comprehensive education system and promoting the growth of students with special educational needs that can compete globally.