1. Introduction
Asequence of transitions from one living area to the next characterizes every person’s life. For students with visual impairments (SVIs), the transfer from the educational environment to the workplace is a crucial transition phase. Career transition is an insecure stage [1] that students go through after graduation as they prepare to assume the various responsibilities of adulthood in society. As shown by multiple studies on students’ career transition rate, this difficult phase may prolong more than predicted for SVIs [2, 3]. Several factors, such as communication skills and literacy influence the employment involvement of SVIs [4]. Exploring the research on the career transitioning of visually impaired students is one of the best ways to understand why career education should be integrated into the curricula for persons with visual impairments. This article focused on the career transition issues of SVIs.
Research questions
(a) What is the state of knowledge about SVIs?
(b) What are the attitudes toward SVIs?
(c) What are the perceptions about SVIs?
(d) What are the career transitioning challenges of SVIs?
2. Methods 
This study was conducted using a narrative-integrative review research design. Materials were obtained from various electronic databases, including ERIC, Scopus, Google Scholar, PubMed, Scilit, Jstor, Index Copernicus, and BASE. Both qualitative and quantitative papers were analyzed using relevant search terms. The search terms included information about career transition of SVIs, attitudes toward students with visual impairments, knowledge about SVIs, and perception concerning SVIs. 
3. Results
From the analysis of the reviewed literature, the authors presented the following results in Table 1 to address the four questions raised, which were discussed in the next section.


4. Discussion
This article examines the career transition issues of SVIs. The transition from school to adult life can be problematic for SVIs. A balance of skills training and self-efficacy-building activities is needed for transition-age blind/low-vision individuals [5]. According to research, educators, mentors, and blind/low vision role models have been shown to improve post-graduation outcomes, as well as parental expectations and participation [5]. Students with VIs have previously been found as having a higher chance of suffering high unemployment rates and limited engagement in post-graduate pursuits than those without disabilities [6]. According to the American Foundation for the Blind, 44.2% of persons with visual impairment were working in 2017, compared to 79.4% of those without impairments. Furthermore, 15.0% of SVIs had a college degree or above, compared to 30.0% of non-disabled persons [7]. 
According to social-cognitive research, teachers' viewpoints and attitudes towards SVIs contribute significantly to integrating all students into the standard school curriculum [8]. Several studies have shown a growing tendency for positive attitudes among educators [9, 10, 11]. Some regular educational leaders have demonstrated zealous professional commitment to the development and incorporation of inclusive educational practices. However, educators' attitudes toward students with disabilities were found to be affected by several factors, including environmental factors, prevailing interpretations of impairment, educators' age, academic degree, coaching, and teaching experience with individuals. On the contrary, according to other scholars, educators have a mixed attitude toward students with impairments in general and the blind in particular [12, 13]. According to Peck et al. [14], most parents of visually impaired students had neutral or favorable sentiments regarding inclusive education before enrolling their wards in school. On the other hand, other investigators [15] showed that parents of children without impairments believed that their children would be negatively affected if they were placed in the same classroom as students with impairments. Furthermore, some students without impairments showed certain favorable gestures toward their classmates with visual impairments indicating inclusion. Offering empathy and support, assisting with academic work, and prioritizing relationships are examples of such activities [16]. 
Visually impaired students may confront several problems when transitioning from school to job and community life. Government laws, such as limiting the number of hours a person with a handicap can work and terminating medical benefits when a person finds a job may create financial barriers to starting paid work [17, 18]. Additionally, employers are often reluctant to hire individuals with visual challenge [17]. Employers are concerned about the perceived financial expense of workplace adaptations, the delays that visually impaired workers may have in achieving high productivity, and the possible difficulties in terminating a handicapped person whose job production is inadequate. On the other hand, employers with experience recruiting individuals with disabilities are far more inclined to hire people with disabilities in the future [19].
The career transition of SVIs is also influenced by demographical and psychosocial factors. Psychosocial factors include motivation to work, professional growth, confidence, self-esteem, peer assistance, and the availability of social connections [20]. Demographic characteristics include gender, age, race, educational attainment, health history, place of residence, and socioeconomic background [21–23]. Inadequate transport options and lack of the necessary facilities for independent travel make it difficult for visually impaired students to be employed [24]. Other impediments [25] include a lack of resources (adapted material, equipment, and knowledge), employer or potential employer views, tolerance of others toward them, public awareness, personal concerns, and employment needs. 
5. Conclusion
Visual impairment diminishes a person’s ability to operate independently and can negatively affect daily living, which can extend to career transition. Students with VIs must be exposed to survival and social skills that allow them to experience a successful career transition. Experienced mentors can help these students conduct a more focused and effective job search and benefit significantly from career transition services. 

Ethical Considerations
Compliance with ethical guidelines
This is a review article; therefore it does not require the approval of the Ethics Committee. 

Funding
The article is part of a larger project titled, “perspectives on career transitioning of students with neurodevelopmental disorders”, conducted with funds for the global excellence and stature postdoctoral research fellowship (University of Johannesburg, South Africa) awarded to Chiedu Eseadi under the supervision of Boitumelo Molegogeng Diale. 

Authors' contributions
All authors equally contributed to preparing this article.

Conflict of interest
The authors declared no conflict of interest. 

Acknowledgments
We thank the reviewers for their suggestions that helped us improve this article.


References

1. Halpern AS. Transitions: Old wine in new bottles. Exceptional Children. 1991; 58(3):202-11 [DOI:10.1177/001440299105800303] [PMID]
2. Reed M, Curtis K. High school teachers’ perspectives on supporting students with visual impairments toward higher education: Access, barriers, and success. Journal of Visual Impairment & Blindness. 2011; 105(9):548-59. [DOI:10.1177/0145482X1110500906]
3. Reed MJ, Kennett DJ, Lewis T, Lund-Lucas E. The relative benefits found for students with and without learning disabilities taking a first-year university preparation course.Active Learning in Higher Education. 2011; 12(2):133-42. [DOI:10.1177/1469787411402483]
4. Goertz YH, van Lierop BA, Houkes I, Nijhuis FJ. Factors related to the employment of visually impaired persons: A systematic literature review. Journal of Visual Impairment & Blindness. 2010; 104(7):404-18. [DOI:10.1177/0145482X1010400704]
5. Sullivan AL, Sadeh S, Houri AK. Are school psychologists' special education eligibility decisions reliable and unbiased? A multi-study experimental investigation. Journal of School Psychology. 2019; 77:90-109. [DOI:10.1016/j.jsp.2019.10.006] [PMID]
6. Erickson W, Lee C, von Schrader S. 2016 disability status report: United States. Ithaca: Cornell University Yang-Tan Institute on Employment and Disability; 2016. [Link]
7. American Foundation for the Blind (AFB). Reviewing the disability employment research on people who are blind or visually impaired: Key takeaways [Internet]. 2023 [Updated 2023 May 31]. Available from: [Link]
8. Semmel MI, Abernathy TV, Butera G, Lesar S. Teacher perceptions of the regular education initiative. Exceptional Children. 1991; 58(1):9-24. [DOI:10.1177/001440299105800102] [PMID]
9. Keilbaugh WS. Attitudes of classroom teachers toward their visually handicapped students. Journal of Visual Impairment & Blindness. 1977; 71(10):430-4. [DOI:10.1177/0145482X7707101002]
10. Whinnery KW, Fuchs LS, Fuchs D. General, special, and remedial teachers' acceptance of behavioral and instructional strategies for mainstreaming students with mild handicaps. Remedial and Special Education. 1991; 12(4):6-17. [DOI:10.1177/074193259101200403]
11. Dev PC, Belfiore PJ. Mainstreaming students with disabilities: Teacher perspectives in India. Paper presented at: The 74^th Annual International Convention of the Council for Exceptional Children. 5 April 1996, Orlando, US. [Link]
12. Barkley RA, Murphy KR. Impairment in occupational functioning and adult ADHD: The predictive utility of executive function (EF) ratings versus EF tests. Archives of Clinical Neuropsychology. 2010; 25(3):157-73. [DOI:10.1093/arclin/acq014] [PMID] [PMCID]
13. Combs RH, Harper JL. Effects of labels on attitudes of educators toward handicapped children. Exceptional Children. 1967; 33(6):399-403. [DOI:10.1177/001440296703300607] [PMID]
14. Peck CA, Staub D, Gallucci C, Schwartz I. Parent perception of the impacts of inclusion on their nondis- abled child. Research and Practice for Persons with Severe Disabilities. 2004; 29:135-43. [DOI:10.2511/rpsd.29.2.135]
15. Matzen K, Ryndak D, Nakao T. Middle school teams increasing access to general education for students with significant disabilities: Issues encountered and activities observed across contexts. Remedial and Special Education. 2010; 31(4):287-304. [DOI:10.1177/0741932508327457]
16. Lalvani P. Rethinking disability and inclusive education: A teacher study group. Review of Disability Studies an International Journal. 2015; 11(3):1-17. [Link]
17. Crudden A, McBroom LW, Skinner AL, Moore JE. Comprehensive examination of barriers to employment among persons who are blind and visually impaired. Oxford: Mississippi State University, Rehabilitation Research and Training Center on Blindness and Low Vision; 1998. [Link]
18. O’Day B. Employment barriers for people with visual impairments. Journal of Visual Impairment & Blindness. 1999; 93(10):627-42. [DOI:10.1177/0145482X9909301002]
19. Wolffe KE, Candela AR. A qualitative analysis of employers’ experiences with visually impaired workers. Journal of Visual Impairment & Blindness. 2002; 96(9):622-34. [DOI:10.1177/0145482X0209600903]
20. Leonard RM, D’Allura T. Employment among persons with a visual impairment: A comparison of working and non-working respondents. In: Stuen C, Arditi A, Horowitz A, Lang A, Rosenthal B, Seidman K, editors. Vision rehabilitation: Assessment, intervention and outcomes. Amsterdam: Swets & Zeitlinger; 2000. [Link]

21. Kirchner C, Schmeidler E, Todorov A. Looking at employment through a lifespan telescope: Age, health and employment status of people with serious visual impairment. New York: Americal Foundation for the Blind; 1999. [Link]
22. Leonard RM, D’Allura T, Simpson F. Preparing youth with visual impairments for work: Evaluation of a pilot program. Journal of Visual Impairment & Blindness. 1997; 91(3):271-9. [DOI:10.1177/0145482X9709100313]
23. Nosek MA, Hughes RB, Swedlund N, Taylor HB, Swank P. Self-esteem and women with disabilities. Social Science & Medicine. 2003; 56(8):1737-47. [DOI:10.1016/S0277-9536(02)00169-7] [PMID]
24. Wolffe KE, Ajuwon PM, Kelly SM. Working with visual impairment in Nigeria: A qualitative look at employment status.Journal of Visual Impairment & Blindness. 2013; 107(6):425-36. [DOI:10.1177/0145482x1310700605]
25. Shaw A, Gold D, Wolffe K. Employment-related experiences of youths who are visually impaired: How are these youths faring? Journal of Visual Impairment & Blindness. 2007; 101(1):7-21. [DOI:10.1177/0145482x0710100103]