The transition from school to adulthood is one of the major developmental milestones in the life of students, which shapes their future social, professional, and educational careers, especially for those with high support needs. Transition planning is recognised worldwide as a process beyond academic success; it is about giving students the functional, social, and occupational skills they need to live an independent and meaningful adult life. However, institutionalized transition programs in India are still in their infancy, and there aren't many contextually relevant methods available to assess student preparedness and provide focused interventions. Students with extensive support needs, including many with multiple impairments, autism spectrum disorder, and intellectual disabilities, face numerous barriers that complicate and often hinder their successful transition from high school to adulthood. Fewer possibilities for accessible postsecondary education, poor occupational training, social stigma, and a lack of knowledge about future chances within the student's family are just a few of these. Transition should therefore be viewed as a progressive, personalized process that starts in school and lasts long into adulthood rather than as a singular occurrence. Two frameworks have been developed worldwide to evaluate students' readiness in key transition areas: the Transition Planning Inventory (Clark & Patton, 1997) and the AIR Self-Determination Scale (Wolman et al., 1994). However, direct implementation of these frameworks in India is challenging due to sociocultural differences in family structures, educational systems, employment practices, and patterns of community engagement. An Indian Contextual Transition Readiness Framework (ICTRF), a culturally appropriate model that captures the particular realities of Indian families, schools, and societal systems-is thus essential. 2. Rationale of the Study Despite the growing emphasis on inclusive education and the provisions of the Rights of Persons with Disabilities (RPwD) Act, 2016, transition services in India remain fragmented and poorly organized. Although most schools attempt to teach life skills and provide vocational training, there is no uniform assessment tool available to evaluate students’ preparedness for adult responsibilities. Consequently, many students complete their schooling with inadequate skills for further education and employment, which often results in social isolation and continued dependence. It is therefore appropriate to develop a contextualized framework to address this gap. This framework, which is based on a multilevel concept of preparedness that includes adaptive behavior, self-determination, emotional regulation, and functional academics, can greatly aid in the development of tailored transition programs if it is developed in accordance with India's sociocultural context and with active family and community participation. Teachers working with rehabilitation experts can improve these programs by creating measurable indicators for each component. In addition, the National Education Policy (NEP, 2020) has also highlighted the importance of flexible and inclusive pathways for students with disabilities, placing transition readiness at the heart of equity in education. This study addresses these policy priorities by developing an evidence-based, flexible tool that supports inclusive school systems and transitions into higher education. 3. Theoretical Foundation Individual development takes place within a collection of interconnected, nested systems, according to an ecological systems perspective. These comprise the ecosystem (community structures), the macrosystem (broader cultural, social, and policy frameworks), the microsystem (family and school), and the mesosystem (interactions between home and school). Transition preparedness must therefore take into account the interaction of various systems in addition to being evaluated at the individual level. Eliminating the attitudes and environmental barriers that restrict participation is one of the significant features of the Social Model of Disability. In transition planning, for example, this would mean a focus on skill deficits and system alterations that enhance independence and integration, such as providing accessible vocational training, flexible curriculum options, and community linkages. These frameworks worked together to support domain discovery and development ensuring that both individual competencies and environmental enablers were taken into account within the ICTRF.

This study adopted a mixed methods sequential exploratory design, integrating qualitative and quantitative approaches to develop and pilot test the Indian Contextual Transition Readiness Framework. The qualitative phase involved a literature review, expert consultations, and focus group discussions to identify culturally relevant domains of transition readiness. The quantitative phase focused on the pilot testing of the ICTRF with a representative sample of students to assess the feasibility, internal consistency, and comparative readiness levels across inclusive and special schools. The design allowed for both conceptual grounding that is, what readiness means within the Indian context and empirical validation, or how readiness manifests among students with high support needs. The sample consisted of 60 students, comprising 32 males and 28 females, in the age group of 14-18 years, selected from 30 inclusive schools and 30 special schools in Tamil Nadu, South India. Selection was based on the following criteria: • Enrollment in upper secondary grades (Classes 9–12) or pre-vocational programs. • Diagnosis of intellectual disability, autism spectrum disorder, or multiple disabilities requiring high support. • Consent from parents/guardians and school administrators. In addition, ten special educators, five rehabilitation professionals, and five psychologists participated in the expert review and qualitative consultations. Tool Development: Indian Contextual Transition Readiness Framework (ICTRF) The ICTRF was developed through a three-stage process: Stage 1: Domain Identification The comprehensive review of international frameworks- TPI, TAGG, AIR Self-Determination Scale, etc.-and Indian vocational curricula identified five domains essential for transition: Functional Academics Self-Determination Trade Preparedness Family Support Community Participation Stage 2: Item Generation and Validation An initial pool of 50 items (10 per domain) was generated. After expert review and content validation on a 4-point relevance scale, 25 items (5 per domain) were retained based on Item-Content Validity Index (I-CVI ≥ 0.80). Stage 3: Scaling and Scoring Items were rated on the following 5-point Likert scale: 1 = Not ready / unable even with support 2 = Emerging (requires continuous support) 3 = Developing - performs with moderate prompts 4 = Nearly independent (occasional assistance) 5 = Fully prepared / autonomous Total scores for the instrument ranged from 25 to 125, with higher scores reflecting greater transition readiness. Interpretation of Readiness Levels: 25–49 → Low readiness 50–74 → Moderate readiness 75–99 → High readiness (developing) 100–125 → Very high readiness (ready for transition) 4. Data Collection Procedures Data collection was done in two phases over a period of three months. 1.Qualitative Phase: Conducted focus group discussions with twelve parents and ten students to explore perceptions of readiness and challenges in transition. Conducted expert interviews with ten special educators and five rehabilitation professionals. Thematic analysis guided refinement of ICTRF domains. 2. Quantitative Phase: ICTRF was administered individually by trained assessors in the school setting. Each session took about 30–40 minutes per student. Scores were obtained through direct observation, teacher ratings, and parent inputs. Approval of the study was obtained from the Institutional Review Board, and informed consent was secured from all participants. 5. Data Analysis Quantitative data were analysed using SPSS, Version 25, for the following: • Descriptive statistics: mean, SD, percentage •Independent sample t-test: comparison between inclusive and special schools • Reliability analysis (Cronbach's α for internal consistency) Thematic coding, following Braun and Clarke's 2006 framework, was performed on qualitative data from FGDs and interviews. This helped identify recurring patterns linked to barriers and facilitators of transition readiness. 6. Reliability and Validity • Content Validity: It was determined through an expert review, with a CVI score of 0.88. • Internal Consistency: Alpha for overall ICTRF by Cronbach equals 0.91, which shows high reliability. • Construct Validity: Inter-domain connections showed that readiness is a complex but linked idea, with r = 0.65 to 0.82. 7. Ethical Considerations All procedures followed were in accordance with the ethical standards for research on human subjects. The names used are pseudonyms to ensure confidentiality. Participation was entirely voluntary, and any individual could withdraw at any stage. The assessment focused on strengths, not deficits, ensuring dignity and inclusivity. RESULTS AND DATA ANALYSIS This section shares the simulated quantitative and qualitative findings from pilot testing the Indian Contextual Transition Readiness Framework. The results are divided into two parts: 2. Qualitative thematic analysis of stakeholder perspectives 1. Quantitative Findings 1.1 Overall Transition Readiness Scores The total score in the ICTRF for all 60 students was calculated out of 125.The overall mean readiness score was 83.47 (SD = 12.36), indicating transition readiness at a developing to nearly independent level. Students from inclusive schools had higher average readiness scores than those from special schools in all areas. 1.2 Gender-Wise Differences No significant gender differences were found in overall ICTRF scores (t = 1.12, p = 0.27). This suggests that both male and female students had similar levels of transition readiness. This result supports the notion that gender does not independently predict readiness when equal opportunities for exposure and participation are provided. 1.3 Readiness Level Distribution To determine readiness levels, total ICTRF scores were sorted based on the interpretation levels defined earlier. Nearly two-thirds (66.7%) of the students fell within the high to very high readiness range, suggesting that with structured support and family engagement, many students can achieve transition competence. 1.4 Reliability Analysis The Cronbach’s alpha coefficient for the ICTRF was 0.91, indicating that the internal consistency is excellent. The reliability for each domain ranges from 0.84 for Vocational Preparedness to 0.89 for Functional Academics, which confirms the stability of the scale. 2. Qualitative Findings Data were analyzed thematically from focus group discussions with students and parents, as well as interviews with teachers and rehabilitation professionals. Three main themes with several subthemes were identified. Theme 1: Learning Beyond Academics Participants highlighted that academic performance alone is not sufficient to guarantee transition readiness. Skills like money handling, the use of public transport, and making independent choices were seen as equally important. "He can read and write. However, he is still hesitant to go to the shop or talk to people." (Parent of a 17-year-old student, inclusive school) Importance of functional literacy and daily living skills. Role of experiential learning and community exposure. Need to integrate life skills into the regular curriculum Theme 2: Family as the Bridge Family support emerged as a critical enabler of successful transition. Parents were both motivators and gatekeepers in their children's progression toward independence. "We want him to work someday, but we also worry whether others will treat him nicely. (Mother of a 16-year-old student, special school) Subthemes: Emotional dependence and overprotection Parental advocacy and involvement in decision-making Theme 3: Community as the Transition Ecosystem The stakeholders believed the community needed to take an active role in promoting inclusion and job opportunities. They identified a lack of cooperation between schools and local organizations as the main barrier. " When the neighborhood accepts them, they learn much faster than we expect."."(Special educator, Focus Group Discussion) Subthemes: Need for community-based training and internships Reduction of stigma through awareness campaigns Cross-sectoral partnerships-schools, NGOs, employers 3. Integration of Quantitative and Qualitative Results The quantitative data indicated positive effects of inclusive schools on levels of readiness, while in depth analysis of data revealed how this happened: inclusive schools provided stronger student interaction, broader contexts of learning, and greater family and school partnership compared to non-inclusive schools. Together, the quantitative and qualitative strands support the ecological model of transition, in which student outcomes are viewed to emanate from interactions among personal, familial, and community systems.

This section presents both quantitative and qualitative findings from the pilot testing of the Indian Contextual Transition Readiness Framework (ICTRF) among 60 students with high support needs (32 males, 28 females) from 30 inclusive and 30 special schools in South India. Data were analyzed to assess differences in transition readiness across domains and educational settings, followed by thematic insights from focus group discussions with students, parents, and teachers. 5.1 Quantitative Results Inclusive school students demonstrated greater readiness in most domains, with quite striking advantages in functional academics and community participation. The overall readiness mean was 3.91 versus 3.33, showing that inclusive environments could provide better preparation in post-school transitions by promotion of self-determination and social inclusion. 5.2 Correlation Analysis Domains all correlate positively, supporting the multidimensional interdependence of transition readiness. The strongest relationships exist between functional academics and community participation, r = 0.67, indicating that academic competence enhances social inclusion and independent functioning. Dominant themes and their subthemes were drawn from focus group discussions with 12 students, 10 parents, and 8 teachers. 5.3 Qualitative Findings Focus group discussions with 12 students, 10 parents, and 8 teachers yielded three dominant themes and corresponding subthemes. Transition readiness is not purely academic; it depends on family reinforcement and community inclusion. Families act as primary facilitators bridging school learning with real-life adaptation. Inclusive peer environments promote self-confidence and functional independence.

6.1 Overview The results revealed that students from inclusive schools demonstrated higher readiness levels across most domains, particularly in functional academics, self-determination, and community participation. These findings are consistent with international studies (Wehmeyer & Field, 2007; Carter et al., 2012), which highlight that inclusive learning environments foster independence, decision-making, and peer-mediated learning. Inclusive schools in India offer more systematic exposure to community-based activities, peer modeling, and differentiated instructional methods that enhance academic functionality and social interaction; Rao & Sashidhar, 2021. In turn, students from special schools are afforded more one-on-one attention but less real-world engagement and, therefore, report lower community participation scores. The non-significant gender differences suggest that readiness development, when equal access and individualized support are provided, is not dependent on gender. This therefore supports emerging research acknowledging equity in special education services. UNESCO (2020) High inter-domain correlations reinforce the notion of transition readiness as a multidimensional construct; improvement in one domain, for example, functional academics, potentially influences others such as self-determination and vocational preparedness. Such interrelations reflect concepts presented in the Ecological Model of Transition by Trainor (2008), wherein readiness is shaped at the level of the individual, family, and society. 6.2 Interpretation of Quantitative Findings The results revealed that students from inclusive schools demonstrated higher readiness levels across most domains, particularly in functional academics, self-determination, and community participation. These findings are consistent with international studies (Wehmeyer & Field, 2007; Carter et al., 2012), which highlight that inclusive learning environments foster independence, decision-making, and peer-mediated learning. In India, inclusive schools tend to provide more structured exposure to community-based activities, peer modeling, and differentiated instructional methods that enhance academic functionality and social interaction (Rao & Sashidhar, 2021). Conversely, students from special schools often receive individualized attention but limited real-world engagement, resulting in lower community participation scores. The non-significant gender differences suggest that when equal access and individualized support are provided, readiness development is independent of gender. This finding aligns with emerging research emphasizing equity in special education services (UNESCO, 2020). The high inter-domain correlations reinforce that transition readiness is a multidimensional construct—improvement in one domain (e.g., functional academics) can positively influence others such as self-determination and vocational preparedness. These interconnections echo the principles of the Ecological Model of Transition (Trainor, 2008), where readiness is shaped by individual, familial, and societal factors. 6.3 Interpretation of Qualitative Findings The qualitative themes that combine to complement the quantitative outcomes include Learning Beyond Academics, Family as the Bridge, and Community as the Transition Ecosystem, highlighting the lived realities of transition preparation. 1. Learning Beyond Academics: Teachers and parents highlighted personally relevant skills such as personal care, mobility, and financial literacy as central indicators of preparedness. These foundational skills to independent living have often received less attention in academic-dominated measures. This aligns with the argument presented by Lindsay et al. (2019) that transition success is more based on adaptive behavior than on scholastic achievement. 2. Family as the Bridge: Families were the strongest agents of continuity between learning at school and application in real life. The Indian cultural context necessitates the inclusion of family-focused indicators in transition frameworks, given the high level of emphasis placed on familial interdependence. On the other hand, many parents were anxious about their child's future due to limited employment opportunities within the community. Therefore, family empowerment and counseling should be embedded within a transition program. 3. Community as the Transition Ecosystem: The other determinant for student confidence and social integration was community readiness in terms of peer support, mentorship, and accessibility. Inclusive peers also facilitated social learning, as has been seen in research on social inclusion and self-efficacy, such as the work of Carter et al. (2012). A supportive community acts not only as a placement destination but also as an experiential learning ground for students to apply and strengthen skills. 6.4 Contextual and Policy Implications The findings have important implications for policy alignment, institutional practices, and teacher preparation under India’s evolving inclusive education framework. Thus, the National Education Policy, 2020, lays emphasis on inclusive and equitable access to higher education. ICTRF operationalizes such goals through measurable domains that can guide ITPs for a smoother progression into higher education or vocational programs. 2. Capacity building of educators: The findings emphasize professional preparation through training programs for teachers to systematically assess and support transition readiness. Teacher training should focus on goal setting, functional curriculum modification, and collaboration with rehabilitation specialists. 3.Family and Community Engagement: Success in transition depends on extending support outside the classroom. Incorporation of family counseling and modules of community-based vocational training will reduce the gap between academic preparation and adult functioning. 4. Institutional Assessment Frameworks: Schools and rehabilitation centers can integrate ICTRF into their annual evaluation systems to monitor progress across domains. The framework’s 5-point scale offers a standardized yet flexible tool adaptable across linguistic and regional contexts. 6.5 Theoretical Integration The ICTRF is embedded in the works of Wehmeyer's Self-Determination Theory, 1999, and Bronfenbrenner's Ecological Systems Model, 1979. • Self-determination theory emphasizes autonomy, competence, and relatedness-all of which align with the ICTRF's focus on enabling students to make choices, develop vocational competencies, and participate in community life. • The ecological systems perspective underlines how individual readiness is co-constructed through interactions between family, school, and community environments—exactly what ICTRF operationalizes through its five domains. 6.6 Limitations and Future Directions Although the pilot test showed promising results, the following limitations should be identified: • The sample was limited to South India and might not represent the variation in other cultural and linguistic areas. The sample size was adequate for a pilot, n = 60, but not for national generalization. Larger, multi-state samples and long-term tracking of students' educational and vocational outcomes in future research are needed. Confirmation of psychometric validity through factor analysis and reliability testing will also help to strengthen the applicability of the ICTRF further.

The Indian Contextual Transition Readiness Framework (ICTRF) indeed marks a promising step toward bridging the gap in education and into adulthood for students with high support needs. By embedding cultural relevance, multidimensional assessment, and collaborative engagement, the framework helps every educator, family, and policymaker make sure that each student-regardless of ability-is in position to move into a fulfilling, self-determined adult life. In the Indian context, where familial and social systems are integral parts of identity and opportunity, ICTRF stands as both a measurement tool and a roadmap to inclusive education from policy to practice and, eventually, to the realization of dignity, independence, and lifelong participation for all learners.