Abstract
Effective pre-vocational preparation is a critical determinant of successful social integration for students with special educational needs. However, in Kazakhstan, there is a significant lack of empirical data regarding the transition readiness of adolescents in special schools. This study aims to analyze the professional interests, motivational factors, perceived barriers, and self-assessed readiness for employment among students with intellectual disabilities. A mixed-methods research design involving the quantifying of qualitative data was employed. Semi-structured interviews were conducted with 108 students (Grades 8–10) from eight special education institutions across Kazakhstan. Responses were systematically coded to identify key patterns in career decision-making and preparedness. The findings reveal a disconnect between student interests and their actual readiness. While 44.4% of respondents expressed a strong interest in practical, manual labor activities (woodworking, cooking, sewing), 55.6% reported feeling insufficiently prepared for future work due to a lack of skills. Career choices were found to be heavily dependent on external influence, with 66.7% of students relying on parents or teachers rather than autonomous decisions. Financial independence emerged as the primary motivator for 83.3% of participants, whereas social motives were less prevalent. Significant barriers identified include a lack of understanding of occupational demands and fear of competition. The study highlights the necessity of shifting from fragmented informational approaches to long-term, modular career guidance programs. Recommendations include expanding practice-oriented curricula and establishing stronger collaboration between schools, families, and employers to support inclusive employment outcomes.