Transition programs support children with special needs (ABK) in moving from school to higher education, work, community life, and independent living. While global research shows that strong governance and coordination improve autonomy and long-term outcomes, implementation in Southeast Asia, especially Indonesia, remains uneven. This review synthesizes 25 years of Scopus-indexed research (2000–2025) using PRISMA and a CIMO analytical frame to examine how pedagogical, family, and policy contexts influence outcomes for ABK. Three domains dominate the evidence base: educator and institutional readiness, family and community engagement, and policy alignment. High-performing systems are characterized by individualized skills development, sustained interagency collaboration, and culturally responsive approaches. Indonesian studies demonstrate strong community-based practices but face barriers related to evaluation capacity and cross-sector governance. A regionally responsive ecological model is proposed to emphasize autonomy, participation, and systemic coherence. Inclusive transition should function as a long-term pathway supporting meaningful adult participation and inclusion.

Transition Planning; Inclusive Education; Students with Disabilities; Interagency Collaboration; Life-Course Framework; Independent Living