Vocational Guidance and Career Readiness Among Students with Intellectual Disabilities in Ogun State

This study examines the role of vocational guidance in promoting career readiness among secondary school students with intellectual disabilities in Ogun State, South West Nigeria. Vocational integration for individuals with intellectual disabilities remains an underemphasised area in Nigeria's special education and transition services, with most school leavers transitioning into unemployment or family dependency with minimal preparation. This research adopted a programme evaluation design and recruited 90 students with mild to moderate intellectual disabilities from three special education secondary schools in Abeokuta and Ijebu Ode. A structured vocational guidance curriculum encompassing self-awareness, occupational exploration, skills training, and job matching was delivered over 20 weeks. Career readiness was assessed using an adapted Transition Planning Inventory before and after the intervention. Results indicate significant improvements in vocational self-concept, work-related social skills, and occupational knowledge among participants. Stakeholder interviews with parents, teachers, and employers revealed that community attitudes toward employing individuals with intellectual disabilities remain a significant structural barrier. The study recommends that the Ogun State Special Education Division formalise transition planning protocols for all students with intellectual disabilities and that employer engagement campaigns be incorporated into vocational guidance programmes. Keywords: vocational guidance, career readiness, intellectual disabilities, Ogun State, transition planning.