An Inclusive Work-Based Learning Management Model for Enhancing Work Readiness Among Students With Disabilities in a Special Education High School of East Java Province, Indonesia
Keywords:
work-based learning; students with disabilities; special education; collaboration; management model; transition programAbstract
The unemployment rate among graduates of special education high schools indicates that the relevance of special education to community needs remains low. Students' readiness for entering the workforce needs to be addressed, particularly through transition programs, so that graduates can meet the demands of the workforce. This study aims to develop a skills learning management model that is integrated with industrial work practices in an inclusive and work readiness-based manner in Special Senior High Schools in East Java Province, Indonesia. This study uses a Research and Development approach that refers to the 4-D framework with stages consisting of Define (preliminary study), Design (model development), Develop (validation and testing), and Disseminate (model refinement and dissemination). The preliminary study involved 30 participants who were evaluated through questionnaires, observations, interviews, and focus group discussions. The development phase involved experts in education management and special education. The model's pilot phase included a limited pilot with 30 participants, a small pilot with 45 participants, and an expanded pilot with 53 participants. The results showed that the addition of collaborative functionality was proved to support increased job readiness in students with disabilities. Collaboration enabled schools not only to teach technical skills in the classroom but also ensure the relevance of learning to workplace needs by placing students in a work environment. One of the novelties of this model is its explicit emphasis on student job readiness as the final outcome. This model combines hard skills (technical skills relevant to the vocational field) and soft skills (discipline, communication, work resilience, and quality orientation) to support student success in real-world work environments.
https://doi.org/10.26803/ijlter.25.6.28
References
Affandi, L., Indriayu, M., & Totalia, S. A. (2025). Vocational school level learning model for work readiness: A systematic literature review. International Journal of Research and Community Empowerment, 3(2), 58–71. https://doi.org/10.58706/ijorce.v3n2.p58-71
Alfiana, R., Indiworo, H. E., & Darmaputra, M. F. (2024). Pengaruh soft skill, hard skill dan pengalaman magang terhadap kesiapan kerja (studi pada mahasiswa non pendidikan Universitas PGRI Semarang). Innovative: Journal of Social Science Research, 4(5), 1383–1396. https://doi.org/10.31004/innovative.v4i5.14258
Almalky, H. A., Alqahtani, S. S., & Trainor, A. A. (2020). School-business partnerships that facilitate postsecondary transition: Evaluating the perspectives and expectations for families of students with disabilities. Children and Youth Services Review, 119, 105514. https://doi.org/10.1016/j.childyouth.2020.105514
Andini, I., Wardany, O. F., & Herlina, H. (2024). Metode – Metode dalam pembelajaran keterampilan vokasional pada siswa tunarungu. Jurnal Basicedu, 8(1), 860–870. https://doi.org/10.31004/basicedu.v8i1.7216
Anggraini, N. F., & Sujarwanto, S. (2024). Manajemen program vokasional bagi peserta didik disabilitas (studi kasus di SMALB Negeri Gedangan Sidoarjo). Jurnal Pendidikan Khusus, 19(2). https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-khusus/article/view/63527
Arumugam, N., Afnizul, A. N., Zakaria, S. F., & Al Azmi, H. (2022). The effectiveness of oral corrective feedback: Students’ perspectives. International Journal of Academic Research in Progressive Education and Development, 11(3), 1845–1859. https://doi.org/10.6007/IJARPED/v11-i3/15373
Avellone, L., Taylor, J., Ham, W., Schall, C., Wehman, P., Brooke, V., & Strauser, D. (2023). A scoping review on internship programs and employment outcomes for youth and young adults with intellectual and developmental disabilities. Rehabilitation Counselors and Educators Journal, 12(1). https://doi.org/10.52017/001c.38785
Azorín, C., Harris, A., & Jones, M. (2020). Taking a distributed perspective on leading professional learning networks. School Leadership & Management, 40(2–3), 111–127. https://doi.org/10.1080/13632434.2019.1647418
Binmahfooz, S. (2022). Transition services in Saudi Arabia: Revisiting the research trends and objectives. Eurasian Journal of Educational Research, 99(202), 112–134.
Eseadi, C. (2024). Impacts and barriers associated with career transition among students with specific learning disabilities. Journal of Education and Teaching, 5(1), 42–59. https://doi.org/10.51454/jet.v5i1.318
Fitanto, I. (2025). Qualitative study on leadership, teacher performance, and school environment in academic improvement. Educational Management, 14(2), 90–96. ttps://doi.org/10.15294/eduman.v14i2.31836
Hartman, E. C., Brinck, E. A., Anderson, C. A., & Hergenrather, K. C. (2025). Education and pre-employment transition service predictors of wages for transition age youth with disabilities. Journal of Vocational Rehabilitation, 63(2), 147–159. https://doi.org/10.1177/10522263251356241
Hermanto, H., & Pamungkas, B. (2023). Teacher strategies for providing access to learning for students with special needs in elementary schools. International Journal of Learning, Teaching and Educational Research, 22(4), 345–361. https://doi.org/10.26803/ijlter.22.4.20
Jackson, D., Lambert, C., Sibson, R., Bridgstock, R., & Tofa, M. (2024). Student employability-building activities: Participation and contribution to graduate outcomes. Higher Education Research & Development, 43(6), 1308–1324. https://doi.org/10.1080/07294360.2024.2325154
Jackson, D., & O’Connor, M. D. (2026). Curriculum approaches to strengthening student employability and improving graduate outcomes in the STM disciplines. International Journal of Science Education, 48(4), 535–558. https://doi.org/10.1080/09500693.2024.2419393
Kamal, S. S. L. A., Masnan, A. H., & Hashim, N. H. (2022). Parental involvement in young children’s education in Malaysia: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 21(3), 319–341. https://doi.org/10.26803/ijlter.21.3.17
Khasawneh, M. A. S. (2025). Evaluating the efficacy of vocational training in transition services for Saudi Arabian students with disabilities. International Journal of Learning, Teaching and Educational Research, 24(4), 782–793. https://doi.org/10.26803/ijlter.24.4.36
Lindsay, S., Cagliostro, E., & Carafa, G. (2018). A systematic review of workplace disclosure and accommodation requests among youth and young adults with disabilities. Disability and Rehabilitation, 40(25), 2971–2986. https://doi.org/10.1080/09638288.2017.1363824
Marijani, R., Katomero, J., Hayeshi, A., & Kajerero, J. (2023). The role of work-integrated learning in developing work readiness: Insights from Tanzania. International Review of Education, 69(4), 529–550. https://doi.org/10.1007/s11159-023-10007-z
Mashwama, X. N., & Omodan, B. I. (2024). Breaking barriers: A systematic review of inclusive practices in higher education for engineering students with disabilities. International Journal of Learning, Teaching and Educational Research, 23(7), 228–249. https://doi.org/10.26803/ijlter.23.7.12
Mawonedzo, A., & Manatsa, P. (2023). Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools. Teacher Education through Flexible Learning in Africa (TETFLE), 4. https://doi.org/10.35293/tetfle.v4i1.4272
Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
McCormick, S. T., Kurth, N. K., Chambless, C. E., Ipsen, C., & Hall, J. P. (2021). Case management strategies to promote employment for transition-age youth with disabilities. Career Development and Transition for Exceptional Individuals, 44(2), 120–131. https://doi.org/10.1177/2165143421991826
Megasari, E. M., Yoto, Y., & Widiyanti, W. (2025). The role of internship experience, soft skills, and self- efficacy in enhancing vocational readiness: A systematic literature review. Didaktika: Jurnal Kependidikan, 14(4), 6353–6370. https://doi.org/10.58230/27454312.3032
Monyarela, M. B., Schlebusch, L., & Schlebusch, G. (2025). Leveraging technology to enhance the transition of students with disabilities to Technical and Vocational Education and Training (TVET) Colleges. International Journal of Learning, Teaching and Educational Research, 24(11), 659–681. https://doi.org/10.26803/ijlter.24.11.31
Musa, S., Nurhayati, S., & Boriboon, G. (2025). The effect of internships on graduates’ employability, soft skills, and digital competence. Educational Process International Journal, 17, e2025306. https://doi.org/10.22521/edupij.2025.17.306
Ookeditse, G. B. (2025). Vocational transition challenges for students with disabilities in Botswana: Vocational teachers’ perspectives. Sage Open, 15(2). https://doi.org/10.1177/21582440251344370
Prianto, A., Firman, F., Mayasari, D., & Widoyoningrum, S. (2025). Teaching factory-based learning and its impact on students’ employability skills. International Journal of Learning, Teaching and Educational Research, 24(12), 215–240. https://doi.org/10.26803/ijlter.24.12.10
Reardon, K., Unruh, D. K., & Rowe, D. A. (2025). Employer perspectives toward hiring and retaining individuals with disabilities: A national survey of entry-level employers. Journal of Vocational Rehabilitation, 62(3), 310–324. https://doi.org/10.1177/10522263251326524
Rooney-Kron, M., & Dymond, S. K. (2021). Teacher perceptions of barriers to providing work-based learning experiences. Career Development and Transition for Exceptional Individuals, 44(4), 229–240. https://doi.org/10.1177/2165143420988492
Šiška, J., Tichá, R., Roberts, M., Kavua, M. M., Unholz-Bowden, E., Smith, J., Lee, S., Horálková, Z., Ká?ová, Š., Riegelman, A., & Bostrom, M. (2025). Transition of people with intellectual and developmental disabilities from school to adulthood: A scoping review. International Journal of Developmental Disabilities, 1–15. https://doi.org/10.1080/20473869.2025.2554821
Sitorus, E. L. S., & Cahayani, A. (2024). Pengaruh soft skill, hard skill, hard skill, dan pengalaman organisasi terhadap kesiapan kerja mahasiswa FIABIKOM angkatan 2020-2023. Jurnal Transaksi, 16(2), 13–27.
Suppiah, Y., Thinakaran, R., Othman, M., Yussubaliyeva, M., & Koloszá, L. (2025). Employment, career success and learning outcome attainment of computing graduates in Klang Valley, Malaysia. International Journal of Learning, Teaching and Educational Research, 24(6), 857–889. https://doi.org/10.26803/ijlter.24.6.39
Surahman, Y. T., & Fauziati, E. (2021). Maksimalisasi kualitas belajar peserta didik menggunakan metode learning by doing pragmatisme by John Dewey. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 137–144. https://doi.org/10.36232/jurnalpendidikandasar.v3i2.1209
Suranto, S., Syah, M. F. J., & Nurgiyatna, N. (2025). Transforming the internship learning model in higher education to face the world of work 5.0. International Journal of Learning, Teaching and Educational Research, 24(10), 842–868. https://doi.org/10.26803/ijlter.24.10.40
Suyitno, S., Purwoko, R. Y., Widiyono, Y., Jatmoko, D., Setuju, S., & Marsono, M. (2025). Work-based learning design for students with disabilities in vocational high schools. Edelweiss Applied Science and Technology, 9(1), 76–83. https://doi.org/10.55214/25768484.v9i1.3622
Taylor, J. P., Whittenburg, H. N., Avellone, L., Castruita Rios, Y., Park, S., Poppen, M., & Tansey, T. (2025). The impact of pre-employment transition and individualized vocational rehabilitation services on employment outcomes for youth with disabilities. Career Development and Transition for Exceptional Individuals, 48(2), 128–139. https://doi.org/10.1177/21651434241239967
Thiagarajan, S., Semmel, D. S., & Semmel, M. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Joint publication of University of Minnesota and Indiana University Bloomington.
Van, B. T. T., & Takuro, K. (2024). A comparative study of work-integrated learning experiences: Perceptions and perspectives of engineering and economics students. International Journal of Work-Integrated Learning, 25(3), 469–489. https://eric.ed.gov/?id=EJ1441903
Zainal, M. S., & Zahri, A. F. (2025). Charting the future of inclusive autism support: A global bibliometric study on educational and transitional issues. International Journal of Learning, Teaching and Educational Research, 24(9), 301–322. https://doi.org/10.26803/ijlter.24.9.15
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Taryaningsih Taryaningsih, Ibnu Syamsi, Muhyadi Muhyadi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
