Planning the transition to adulthood for students with disabilities: knowledge, perceptions, challenges from STrADE teacher training program

The transition to adulthood for students with disabilities is influenced by personal, environmental, and systemic factors, often made more challenging by insufficient support and weak collaboration. This study presents the results of an online qualitative questionnaire administered to support teachers who will attend a training program carried out in the intervention phase of the action research STrADE launched in an upper secondary school in the Bergamo area. Specifically, the paper collects knowledge, perceptions, challenges, and results around adulthood, transition, guidance and guidance-oriented teaching and data were analysed using an idiographic method. The results contribute to the design of a training program aimed at enhancing teacher practices, fostering autonomy, and strengthening collaboration with families and external services to ensure more effective and inclusive transition planning.