THE IMPACT OF TRANSITIONAL PROGRAMS ON THE VOCATIONAL REHABILITATION OF FEMALE STUDENTS WITH PARTIAL PHYSICAL DISABILITIES AND LIMITED COGNITIVE ABILITIES IN THE BEDOUIN COMMUNITY IN SOUTHERN ISRAEL

Abstract

Transition from school to adulthood represents one of the most critical stages in the lives of individuals with disabilities. Effective transition programs are designed to promote independence, vocational readiness, and successful community participation. This study explores the impact of transition programs and educational activities implemented in special education schools on developing independence and readiness for future life among female graduates with disabilities in the Bedouin community in southern Israel.
The study employed an interpretive qualitative research design to explore participants' lived experiences and perceptions of the transition services they received during their school years. Fifteen female graduates with disabilities participated in the study. Participants were selected using purposive sampling, followed by snowball sampling to recruit additional participants with similar characteristics. Data were collected through semi-structured interviews and analyzed using Braun and Clarke's thematic analysis approach. The findings indicate that transition programs contributed to the development of several essential life skills, including computer literacy, reading and writing skills, responsibility, and basic decision-making abilities. However, participants also reported significant challenges, including limited opportunities for practical vocational training, insufficient educational and technological resources, inadequate post-school transition services, and sociocultural barriers associated with the unique characteristics of the Bedouin community. Participants emphasized the importance of comprehensive, continuous, and employment-oriented transition programs that promote independence and long-term empowerment. The study concludes that transition services in special education require further development to address the specific needs of female students with disabilities within culturally diverse communities. Strengthening collaboration among schools, families, community organizations, and vocational service providers is essential for facilitating successful transitions to adulthood and improving future life outcomes.