Abstract
This study explores the complex landscape of inclusive education for learners with Specific Learning Needs (SLNs), examining critical factors that facilitate successful post-school transitions. The study employed a qualitative interpretive case study design. Conducted in Bulawayo Central District's two secondary schools with Resource Units, the research uses an innovative conceptual framework integrating Neurodiversity theory and Schlossberg's career transition theory. Through a comprehensive investigation involving ten learners with SLNs, two teachers, one school administrator, and the District Remedial Resource Tutor (DRRT), the study uncovers key strategies for supporting educational and vocational adaptation. The study adhered to ethical protocols; obtained university clearance, provincial and district permissions, and acquired informed consent from participants and parents of minors. The research reveals a multifaceted approach to enhancing educational and transitional support for the learners, highlighting critical areas for intervention: redesigning the curriculum to accommodate the diverse abilities and needs of the learners; developing a transition policy that is specifically designed to support individuals with special conditions in post-school settings; introducing corporate tax incentives for companies that create employment opportunities for individuals with special conditions and societal attitude transformation. By prioritizing stakeholder perspectives, the study develops a nuanced transitional model that offers practical guidance for more effective inclusive educational practices. The findings underscore the importance of holistic support in empowering learners with SLNs to achieve academic, social, and economic success.