In Kenya, youth with disabilities constitute a significant portion of the population, yet they are disproportionately represented in TVET institutions. Technical and Vocational Education and Training (TVET) institutions in Kenya offer practical skills and knowledge to prepare students for employment in various sectors. Ensuring the effective transition of youth with disabilities from TVET institutions in Kenya is key for their successful integration into the workforce and society. However, transitioning from TVET institutions to the workforce presents numerous challenges for youth with disabilities in Kenya. Therefore, this study assessed the challenges youth with disabilities face during the transition from TVET Institutions in Kenya. The study was guided by the Social Model of Disability and applied mixed methods research design. The study was conducted in selected TVET institutions in Isiolo County. The study target population was youth with disabilities who recently graduated from TVET programs, TVET instructors with experience teaching students with disabilities, employers who have hired graduates with disabilities from TVET programs and representatives from organizations supporting youth with disabilities in employment. Face-to-face and virtual interviews was conducted using semi-structured interview schedule. Thematic analysis was employed to identify recurring themes, patterns, and variations in participants' narratives. The finding is that youths with disabilities face difficulty finding accessible workplaces and transportation. Also, there are limited job opportunities and discriminatory hiring practices. There need for transitional programming to be offered within the Kenyan TVET system that will empower the PWDs to gain community living skills.
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