Abstract
The transition from school to post-school settings is a critical period for learners with Down syndrome (DS); however, research focused on career transition support remains limited. This scoping review examined literature from 2013 to 2023 addressing career transition support for learners with DS, employing a conceptual framework that combines neurodiversity theory with Bronfenbrenner's ecological systems theory. A systematic search across seven databases yielded no results that met the inclusion criteria. A supplementary Google Scholar search identified fifty-four studies, which were analysed to examine the general scope of DS literature. Four main themes emerged: pedagogical and educational support, in-school transitions, post-school functioning, and general career transition for learners with special educational needs. Notably, no studies focused specifically on career transition support for learners with DS as their primary objective. This review reveals a significant gap in educational research; life expectancy for individuals with DS has increased from nine to 60 years, yet educational research has not adapted to this reality. Educational research predominantly focuses on in-school support and fails to address the career development needs of learners with DS, thereby hindering their independence and self-sufficiency in post-school settings. These findings highlight the need for research targeting comprehensive career transition frameworks that address developmental trajectories and support requirements for learners with DS across diverse contexts. Future research should prioritise ability-based approaches that recognise the unique capabilities of learners with DS, moving beyond deficit-focused frameworks.