Inclusion has become a priority on the global educational agenda, as demonstrated by the themes addressed in the UN 2030 Agenda, the Brazilian Inclusion Law, and the recent Plano Viver Sem Limites (Living Without Limits Plan) of the Brazilian Federal Government. For this study, we highlight an instrument, as a pedagogical strategy, whose ultimate goal is to enable the entry of the target audience of Special Education into the world of work, the Individualized Transition Plan (PIT). In this sense, we propose a systematic analysis of the literature with the following research question: What are the challenges and best practices for the transition of students with specific needs to adult life? This study is explored based on two milestones: one experienced temporarily in Basic Education, High School, and another legislative, the 2015 LBI. Furthermore, previous research points to significant gaps in the understanding of the functioning and effectiveness of PITs, highlighting the importance of an in-depth analysis of the current state of research. The research used the IRaMuTeQ software for discourse analysis, based on searches in the SCIELO, BVS, Brazilian Digital Library of Theses and Dissertations and CAPES journals databases, using the descriptors: “School transition plan”, “PIT” and “PEI”. As a result, 16 materials were identified for further analysis and elaboration.
Inclusion has become a priority on the global educational agenda, as demonstrated by the themes addressed in the UN 2030 Agenda, the Brazilian Inclusion Law, and the recent Plano Viver Sem Limites (Living Without Limits Plan) of the Brazilian Federal Government. For this study, we highlight an instrument, as a pedagogical strategy, whose ultimate goal is to enable the entry of the target audience of Special Education into the world of work, the Individualized Transition Plan (PIT). In this sense, we propose a systematic analysis of the literature with the following research question: What are the challenges and best practices for the transition of students with specific needs to adult life? This study is explored based on two milestones: one experienced temporarily in Basic Education, High School, and another legislative, the 2015 LBI. Furthermore, previous research points to significant gaps in the understanding of the functioning and effectiveness of PITs, highlighting the importance of an in-depth analysis of the current state of research. The research used the IRaMuTeQ software for discourse analysis, based on searches in the SCIELO, BVS, Brazilian Digital Library of Theses and Dissertations and CAPES journals databases, using the descriptors: “School transition plan”, “PIT” and “PEI”. As a result, 16 materials were identified for further analysis and elaboration. It is concluded that an integrated approach supported by a solid legislative and educational framework is essential to promote an effective and inclusive transition to higher education or the world of work, but still far from the daily Brazilian educational routine. The combination of public policies, personalized educational practices and collaboration between different agents is essential to guarantee the autonomy and full inclusion of people with specific needs, contributing to a more just and equitable society.