Vocational Training and Follow-up Process of Employment of Students with Intellectual Disabilities after Graduation (Case Report)

Most special education teachers of students with intellectual disabilities consider acquiring personal, economic and social independence in the cultural context of the society, as the main academic goal for these students. Vocational success has been emphasized as an important criterion for social adaptation. However, after vocational training inschool, when most of students with intellectual disabilities abandon the school, encounter an unknown future. For this reason, the process of transition from school to job setting is accompanied with certain challenges that sometimes without special strategies and supports, will lead the frustration of impaired individual in this transition process.Regarding the fact students with intellectual disabilities need a variety of rehabilitation and educational services in their whole life stages, especially occupation after graduation, it seems that a sectional attitude to vocational training can be one of the impediments of its efficiency. From this point of view, training students with intellectual disabilities isa constant effort that requires the contribution and cooperation of school, family, and productive social institutions. The present study tries to explain the necessity of following occupation after graduation by looking at the vocational stages. It also tries to describe Taher vocational secondary school’s measures in this domain which has gone beyond theformal responsibilities of the school.