Abstract Students with learning disabilities face substantial challenges in workforce transitions, requiring targeted vocational preparation. This study explores special education teachers’ self-efficacy, knowledge, and institutional barriers in vocational training within the German educational context, focusing on North Rhine-Westphalia, where vocational preparation is part of secondary-level schooling and transition planning for students with learning disabilities. A mixed-methods survey of 205 participants (161 valid responses) reveals perceived competence but knowledge gaps, especially in legal aspects and support programs. Experienced special education teachers reported greater confidence, yet structural constraints—limited resources and insufficient training—impeded implementation. Findings highlight the need for targeted professional development and stronger institutional support to improve vocational preparation for students with learning disabilities in Germany.
Hoff et al. (Sat,) studied this question.