The article delves into the psychological and educational conditions that can significantly improve career guidance for high school students with disabilities. Promoting equal opportunities for individuals with disabilities remains a central priority for any state committed to social responsibility. This effort extends beyond ensuring physical access-it also requires building inclusive systems across cultural, economic, healthcare, and especially educational spheres.

In their research, the authors sought to pinpoint the main psychological and pedagogical elements that enhance vocational guidance for students with disabilities. They gathered insights through surveys and interviews involving both students and their parents, highlighting key themes like access to education, government support, and the specific challenges these students face when planning their careers.

The findings suggest that although many students with disabilities are motivated to pursue vocational training, the absence of early and structured guidance often becomes a barrier to further education and career growth. By introducing tailored psychological and educational support systems, schools can empower these students to make well-informed, practical career choices-giving them a better chance at success in their professional lives.