Students with disabilities and vocational guidance in secondary schools: a systematic review with vosviewer

The orientation process should facilitate the person to develop a strategy to understand the ambiguity and acceleration of changes in the work environment. The purpose of this article is to analyze the existing information and determine from the systematic reviews of the literature that have been carried out on vocational guidance programs and the relationship with students with disabilities, to which conclusions have been reached, the gaps that persist and what are the next steps to follow in order to find improvements in these programs, as well as identify the barriers that students and institutions may face. Therefore, the main objectives are framed in identifying the different theoretical perspectives that have been studied on educational vocational guidance programs and highlighting the connections between them; look for emerging trends and determine gaps when comparing the different investigations, and finally, determine from the conclusions that have been reached, if there has subsequently been any important change that allowed scientific progress in this area. In addition, some bibliometric data will be analyzed to situate the research within inclusive secondary education. Bibliographic data was collected and analyzed through co-appointment techniques with the following specific objectives: Identify the different theoretical perspectives that have been studied about vocational guidance programs and highlight the connections between them; Look for emerging trends and determine gaps by comparing different investigations, and Determine possible critical factors that allow scientific progress in the area In thissense, this article integrates the systematic reviews that have been carried outaround thetopic ofvocational guidance