This article explores the issues of vocational guidance for high school students with intellectual disabilities in the context of special (correctional) schools. The aim of the study is to identify the level of professional interests, work motivation, and degree of vocational adaptation among students in this category based on empirical data. The research employed methods such as questionnaires, observation, and psychological diagnostics. The results revealed specific features of how students perceive work activities, their understanding of future professions, and the influence of external factors on the process of professional self-determination. Particular attention is paid to the importance of collaboration among special education teachers, parents, potential employers, and psychological-pedagogical support specialists. The article presents effective pedagogical conditions and approaches for organizing vocational guidance systems. Recommendations are proposed for the development of a vocational guidance model aimed at the social adaptation and personal development of high school students with special educational needs. The practical significance of the study lies in the applicability of the findings to improve career guidance practices in special education institutions.