SCHOOL-TO-WORK ORIENTATION PROGRAMS FROM AN INCLUSIVE PERSPECTIVE: A SIMPLEXITY-BASED ANALYSIS

Giving the increasing complexification of reality, school-to-work guidance pathways may serve as an educational and inclusive tool designed to operate from a lifelong and lifewide perspective [1]. Such programs are essential in supporting the transition of students with disabilities into adulthood [2], and for “facilitating decision-making mechanisms, enabling adaptation to the environment, anticipating and positively addressing transition and change, and understanding and managing the complexity of social and cultural dynamics” [3 p 327, author's translation]. This transition phase - where students move from school to the workforce - is particularly challenging for young people with disabilities. It often represents a critical and delicate period, frequently characterized by confusion and uncertainty [4]. School-to-work guidance pathways can provide these students valuable experiences that support them in envision their future and develop more effective paths for growth and employment. This paper draws on the theory of simplexity, originally developed in neurophysiology [5] and later applied to education [6] [7]. Simplexity refers to a unique characteristic of living organisms that allow them - through intrinsic properties and guiding principles - to develop nonlinear strategies for understanding, managing, and addressing life's complexities. Specifically, the principle of probabilistic anticipation enables individuals to draw upon past experiences and future expectations to find “smarter, faster, and more effective” [5 p XI] solutions. Within this framework this study aims to analyze school-to-work guidance pathways through the lens of simplexity, supporting students with disabilities "adapt to unpredictable internal and external challenges" [6 p.5, author's translation] while building skills that "bridge the ever-present gap between theory and practice." [8 p.147, author's translation].