Vocational guidance guidelines for students with special educational needs

Abstract

Transition to the secondary stage and to pre-employment training may become especially complicated processes for students with Special needs. Changes in stage and reaching the end of compulsory education are very sensitive moments, which usually generate confusion and anxiety both in students and their families. From the field of Hospital Pedagogy we have had the chance, over the last few years, to observe these facts, in patients with neurodevelopment disorders, and we have had the opportunity to reflect upon them. This has led us to consider the need to put education intervention measures into place that are aimed at favouring these transition processes. Taking this approach as starting point, this research purports to analyse the problems and the possible implications that changes in stage and the leap forward to training for their future socialoccupational inclusion may have for students who require educational support and for their families. Thus, after identifying the main needs, the objective is to draw up protocols to accompany these students in their vocational guidance process. This paper includes the first results obtained after the pilot implementation patterns of action in twelve outpatients coming from Pediatric Neurological Consultation at the University Hospital of Navarra.