Vocational guidance for university students with special needs: A systematic study of latin american literature
DOI:
https://doi.org/10.31637/epsir-2026-2193Keywords:
Career guidance, Higher education, Students with disabilities, Educational inclusion, Special educational needs, Access to education, Teacher training, PrismaAbstract
Introduction: The objective of this systematic review was to critically analyze the scientific production in Latin America, published between 2021 and 2025, on vocational guidance aimed at university students with special educational needs. Methodology: Through a qualitative methodology under the PRISMA model and the PICOS framework, four relevant studies from databases such as Scielo, ScienceDirect, and Google Scholar were selected and analyzed. The inclusion criteria considered studies with a qualitative approach, focused on the university level, and explicitly linked to vocational guidance processes in populations with disabilities. Results: The qualitative synthesis carried out allowed the identification of three emerging categories: structural limitations in vocational guidance services, lack of specialized training for counselors and teachers, and the impact of the pandemic on the vocational trajectories of students with disabilities. Discussion: An alarming absence of research aimed at unraveling the root causes of the discomfort experienced by many students with special needs when entering careers that do not match their physical or cognitive abilities was noted. Conclusion: It is urgent to rethink career guidance models from an inclusive, continuous perspective, centered on the experiences of the students themselves.
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