Evaluating vocational training programs for the transition to adulthood for young people with ASD in secondary school

Abstract

This article analyzes the effectiveness and critical components of vocational training programs in specialized secondary education in Panama, designed to facilitate the transition to adulthood for young people with Autism Spectrum Disorder (ASD). The aim is to identify models and approaches that promote labor and social inclusion, as well as the barriers that limit their implementation, in order to propose contextualized and sustainable strategies. The research was conducted through a qualitative and documentary systematic review, following inclusion criteria for scientific literature, official reports, and regulations published between 2018 and 2023. Academic databases and relevant institutional documents were consulted. Methods included content analysis, thematic categorization, and interpretive synthesis. The instruments were qualitative analysis matrices and classification guides. The materials included peer-reviewed articles, national reports (Meduca, IPHE, MIDES), and international regulations (UN, UNESCO). The indirect participants were the authors and institutions of the reviewed studies, while the context was limited to programs in Panama and comparative international experiences. The study was conducted between January and December 2023. The results show that the most effective programs include Individualized Transition Plans, inclusive work experiences, and training in socio-labor and self-determination skills. However, significant gaps persist in Panama: limited teacher training, weak inter-institutional coordination, low family participation, and limited links with the private sector.