Abstract
Purpose of study: This paper presents preliminary results of a study that aims to understand the transition process (TP) delivered at schools for students with special educational needs (SEN).
 Methods: A questionnaire was developed taking into account the following dimensions: Professional performance; TP of students with SEN, adaptations in the learning process, training pathways and TP in the labour market. Participants were 616 teachers who work in the TP.
 Findings and results: Results demonstrate that there should exist closer links between schools and the community; the existed training pathways are more directed to mild SEN, and the majority of the teachers agree that there should be more local business community’s awareness to include these students as potential employees.
 Conclusions and recommendations: Conclusions of this study illustrate that the access of these students to appropriate training can be fundamental in promoting professional qualification and inclusion of students with SEN.
 
 Keywords: Transition process, individual transition plan, special educational needs.
Highlights
With the recent extension of compulsory education, in Portugal, up to 12 or 18 years old, the frequency of providing education and training institutions, transition to adulthood of students with special educational needs (SEN) requires discontinuities in the time we live in and the current education system
After the first statistics analysis, and according to the preliminary results of the survey sample that consisted of 616 teachers/coaches and monitors various parts of the country, which intervened in the transition to the active life of young people with SEN, some important considerations may be established regarding the socio-demographic characterisation of the sample participants (Table 1)
Viii In the same way, 33.7% of the participants agree that the tion process (TP) assesses interests, desires, motivations, skills, attitudes and abilities of the young person with the requirements for a future job of students with SEN
Summary
With the recent extension of compulsory education, in Portugal, up to 12 or 18 years old, the frequency of providing education and training institutions, transition to adulthood of students with special educational needs (SEN) requires discontinuities in the time we live in and the current education system. The adulthood transition of students with SEN extends more and more in different stages of life, which should facilitate the acquisition of general, professional or vocational skills (Mc Guckin, Shevlin, Bell & Devecchi, 2013).Once that, nowadays, the formal system of education/training for students with SEN extends more and more in different stages of life, which must provide the acquisition of general and vocational skills. This issue takes an extremely current character, concerning the importance of lining and the interest in sharing the questions related to training, qualifications and employment of young people with SEN.
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