Developing Implementation Tasks for Postsecondary Programs in Special Schools to Promote Lifelong Education Participation of Students with Disabilities

This study aimed to identify implementation tasks for special school postsecondary programs to support students with disabilities in participating in lifelong education after graduation and to examine their importance and content validity through expert consensus.A two-round Delphi survey was conducted with 15 experts, including researchers in lifelong education for persons with disabilities, practitioners from lifelong education institutions, and teachers working in special school postsecondary programs.In the first Delphi survey, experts freely suggested implementation tasks necessary to prepare students with disabilities for lifelong education after graduation.Their responses were analyzed through repeated comparison and categorization to develop a preliminary framework of implementation tasks.In the second Delphi survey, the importance and content validity of the identified domains and implementation tasks were evaluated using a five-point Likert scale.The findings were as follows.First, four implementation domains-curriculum operation, student and parent support, in-school human resource management, and community collaboration-and 14 implementation tasks were identified.Second, all implementation domains and tasks satisfied the expert consensus criteria for importance and content validity.The findings suggest that lifelong education should be recognized as a new career pathway for students with disabilities and systematically incorporated into special school postsecondary programs.This study provides practical implementation tasks that can be applied in school settings.It offers a foundation for strengthening the linkage between special education and lifelong education, thereby supporting students with disabilities in their lifelong learning and participation in lifelong education after graduation.