ABSTRACT

Purpose. Kazakhstan's special education system is recently facing the challenge of integrating youth with disabilities into the professional environment, through vocational training and employment readiness of students with disabilities (SD). The demographic and economic shifts, with an aging workforce, rapid digitalization, and a growing labor shortage have further deepened this issue. This study aimed to explore how teachers in special education institutions contribute to the development of vocational readiness and social integration of high school students with disabilities. Methodology. In a mixed method framework, data was collected through surveys, observation, and semi-structured interviews involving a sample of 15 participants, comprising students, teachers, and school administrators from the Almaty and North Kazakhstan regions. Findings. Findings revealed that most students with disabilities lack a clear understanding of their professional prospects, possess limited knowledge of the labor market, and experience uncertainty regarding their future employment. While support from parents and teachers plays a crucial role, collaboration between schools, employers, and higher education institutions remains underdeveloped. Career choices are often influenced by persistent stereotypes—frequently oriented towards music or sports—and the process of professional self-determination is hindered by insufficient information and limited practical experience. Implications for research and practice. The study recommends taking steps to enhance career guidance practices such as personalization of educational pathways, implementation of practice-oriented approaches, development of social interaction skills, strengthening ties with potential employers, and capacity building of school staff. A need is also felt for a systemic approach to expand employment opportunities and increase the autonomy of young people with disabilities.