Unlocking Pathways: Revealing Professionals' Transition Preparation Experiences for Inclusive Higher Education in Türkiye

Abstract

The 2021 amendment to Türkiye's Special Education Service Legislation marked a milestone by repealing the statement excluding Special Education Vocational School graduates from pursuing higher education. This granted students with intellectual disabilities (ID) the right to attend higher education. However, both schools and universities lack adequate support services for students with ID. Research on the transition preparation experiences of university accessibility service coordinators and vocational school principals is limited but essential for effective transition processes. The study's purpose is to unveil the experiences of school principals serving at vocational schools for students with ID and the accessibility services coordinators serving at universities. Transcendental phenomenology was selected as the overarching framework for this study. The findings are organised into three structural themes that were the reaction to the decision, issues with the decision, and suggestions for improvement. The discussion contextualises the findings within existing literature and provides recommendations for policy, practice, and future research.