This paper is a part of the research project “TRENDI. Inclusive and successful educational trajectories of students with disabilities”, funded by the Spanish Plan for Scientific and Technical Research and Innovation 2024-2027. This research starts from the premise that, since the assumption of inclusive education as the main approach to the education of students with disabilities (UNESCO, 1994; UN, 2007), the educational prospects of these students have improved substantially. However, most educational systems still have room to improve regarding the educational provisions offered to students with disabilities and their academic achievements. To improve the educational and social inclusion of students with disabilities, it is necessary to analyse which components of educational systems and practices shape inclusive and successful trajectories that enhance students’ participation, learning, academic achievement, and overall development of their abilities.

Previous research has found that successful educational trajectories for students with disabilities are often characterised by early intervention, individualised support, and active family involvement. Other key factors include the presence of inclusive teaching practices that accommodate diverse learning needs and the promotion of peer support networks. Schools that foster a culture of inclusivity and provide adequate resources to learn in shared learning environments enable students with disabilities to achieve higher academic outcomes and develop essential life skills (Cole et al., 2023; Sierra & Parrilla, 2019; Then & Pohlmann-Rother, 2024).

The primary-secondary education transition represents a critical juncture for students with disabilities, as it often involves significant changes in academic expectations, school environments, and social dynamics (O'Hagan, et al., 2024). Additionally, the transition from compulsory secondary education to post-compulsory education (e.g., baccalaureate, vocational training, or higher education) poses additional challenges for students with disabilities. Beyond school, non-formal education plays a pivotal role in complementing formal education by providing additional opportunities for personal and academic development. (Argyropoulos & Kanari, 2019).

Despite some evidence on the facilitators of students with disabilities' educational trajectories, the challenge of achieving more inclusive and successful trajectories remains evident. The social model of disability shifts the focus from individual impairments to the characteristics of the environment where a person lives, learns, and develops. In the school context, it focuses on “barriers to learning and participation” (Ainscow, 2020), which helps identify the changes schools and educational systems can implement at the policy, culture, and practice levels to develop more inclusive educational contexts that maximise students’ educational opportunities, outcomes, and prospects. 

Based on existing knowledge, the project's general objective is to identify the conditions for inclusive and successful educational trajectories of students with disabilities in primary and secondary education. Particular focus will be placed on educational transitions between primary and secondary education and beyond, specificities for particular disabilities and developmental disorders, and potential synergies between formal and non-formal educational contexts. For this purpose, TRENDI will use the case studyas the main instrument to approach and analyse a social problem (Yin, 2012), with the study conducted from a communicative and co-creation perspective.

The project is aligned with the aims underlying Horizon Europe (2021-2027) and the second Horizon Europe strategic plan (EC, 2025-2027), which sets out “a more resilient, competitive, inclusive and democratic Europe” as one of its three strategic orientations for research and innovation. Specifically, persons with disabilities is one area of concern for research, innovation and policy development, following the European Commission’s Strategy for the Rights of Persons with Disabilities 2021-2030. This strategy aims to ensure the full participation of persons with disabilities in society, in line with the Treaty on the Functioning of the European Union and the Charter of Fundamental Rights of the European Union, which establish equality and non-discrimination as keystones of EU policies.

The project began in September 2025 and will conclude in August 2028. The first stage of the study is to conduct a literature review on the topic. The specific objective is to deepen the analysis of the scientific literature related to educational trajectories and transitions of students with disabilities. This state-of-the-art will serve as a starting point to guide the collection of empirical data through case studies. A systematic review was conducted in accordance with the PRISMA guidelines. Articles in WoS and Scopus databases published between 2011 and 2025 were searched. Four different searches were conducted in each database on: 1) facilitators of educational trajectories of students with disabilities, 2) enablers of successful transitions to secondary and post-compulsory education of students with disabilities, 3) synergies between formal and non-formal contexts in successful educational trajectories of students with disabilities, and 4) facilitators of successful educational trajectories for specific disabilities. For each topic, search strings based on relevant keywords were used. Once the article records were retrieved, and duplicates were discarded, the studies were screened based on title and abstract using the following criteria: a) target: people with disabilities, b) topic: study focused on analysing educational trajectories and transitions, c) empirical research or review, d) full text access, and e) language: English or Spanish. First, an AI-aided screening was performed using the Perplexity tool. Subsequently, the screening was independently reviewed by two researchers, and a final list of articles for analysis was agreed upon. Subsequently, the full-text articles were obtained, and data were extracted for analysis. The AI tool was used to extract relevant data for each study (country, methods, sample, type/s of disabilities covered, context of intervention/study, objectives, main results, conclusions and limitations). Data was then reviewed by the research team and relevant information analysed according to four thematic categories: i) facilitators of successful educational trajectories, ii) facilitators of successful transitions to secondary and post-compulsory education, iii) synergies between formal and non-formal educational contexts, and iv) facilitators of successful educational trajectories for specific disabilities.

Preliminary results from the literature review indicate effective facilitators of successful educational trajectories for students with disabilities. These include: teacher training and support that equip them to manage diverse classrooms; curricular and instructional adaptations to meet diverse learning needs; collaboration, partnerships and community involvement; and the use of technologies to enhance accessibility and personalisation. When focusing on successful transitions to secondary and post-secondary education, institutional support and accommodations, including mentoring programs, and collaborative transition planning that include students, families, educators and service providers, help improve educational outcomes. Additionally, non-formal educational contexts, such as after-school programs and community initiatives, play a significant role in supporting formal education by providing additional learning opportunities and social interactions. Some of the research gaps identified are the need for more longitudinal research to track the long-term outcomes of inclusive education for students with disabilities across different educational stages; a specific disability focus, with more nuanced studies that address the specific needs of different disability categories; the impact of intersectionality and cultural contexts on educational trajectories and transitions; the specific benefits and limitations of non-formal educational contexts in supporting formal education for students with disabilities; and incorporating the perspectives of students with disabilities in research, which can provide valuable insights into their experiences and needs. The empirical research that will be conducted within the TRENDI project will contribute to adding evidence to understanding the educational components enabling successful trajectories of students with disabilities in primary and secondary education, and will especially contribute to cover some of the identified gaps: a disability focus, as the trajectories of students with different disability categories will be explored; an emphasis on non-formal educational contexts as an enhancer of educational outcomes of students with disabilities; and the incorporation of the students’ perspective, from a co-creative and communicative approach.

Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49(3-4), 123-134. https://doi.org/10.1007/s11125-020-09506-w Argyropoulos, V. & Kanari, C. (2019). The Role of Non-formal Learning Environments in Education and Socialization of Children with Visual Disability: The Case of Museums. In: Halder, S., Argyropoulos, V. (Eeds.). Inclusion, Equity and Access for Individuals with Disabilities. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-5962-0_7 Cole, S.M., Murphy, H.R., Frisby, M.B. & Robinson, J. (2023). The Relationship Between Special Education Placement and High School Outcomes. Journal of Special Education, 57(1), 13–23. https://doi.org/10.1177/00224669221097945 O'Hagan, K.G., Stiefel, L., & Schwartz, A.E. (2024). The Academic Effects of Moving to Middle School on Students with Disabilities Relative to Their General Education Peers. Educational Evaluation and Policy Analysis, 01623737241229990. https://doi.org/10.3102/01623737241229990 Sierra Martínez, S. & Parrilla Latas, Á. (2019). Doing participative transitions: Development of methodological tools. Publicaciones de la Facultad de Educación y Humanidades del Campus de Melilla. https://doi.org/10.30827/publicaciones.v49i3.11409 Then, D. & Pohlmann-Rother, S. (2024). Adaptivity in the inclusive transition to school. Frontiers in Education, 8, 1304918. https://doi.org/10.3389/feduc.2023.1304918 UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO. United Nations. (2007). Convention on the Rights of Persons with Disabilities. United Nations. Yin, R. (2012). Applications of Case Study Research. SAGE Publications.