Table S6

Education Policy 6. Strengthening the transition, career, vocational education, and lifelong education of students with LD (topic 1, θ = 0.067)

Education policies	Sub-policies	Practices
6.1. Support and diversification of transition, career, and vocational education through community connection for student independence and practical employment	6.1.1. Provision of transitional support according to the student life cycle	• Provide not only support centered on subjects such as mathematics but also support centered on daily life and living skills. • Develop and activate diverse and specialized career, vocational, and transition education programs linking school and local resources to have a positive impact on students’ independent lives, rights, self-esteem, sense of achievement, and success experiences. • Establish a local center targeting learning challenges to provide support for career and transition education. • Support business agreements to establish governance between private sectors, governments, and academic institutions and expand field training opportunities for career and job experience.
	6.1.2. Strengthening of the employment support system for students with disabilities	• Establish and operate support centers for students with disabilities in all universities. • Establish and actively utilize universities’ support centers for individuals with disabilities. • Establish a system to strengthen linkages with universities, community welfare centers, and lifelong education institutions to lead to students’ further advancement and employment after high school. • Prepare a coordination plan that considers regional characteristics and ensure its active promotion and cooperation at the level of the Ministry of Education.
6.2. Support and reinforcement of customized lifelong education that considers students’ individual characteristics	6.2.1. Support of customized lifelong education according to the individual characteristics of target students, such as students with LD, borderline intelligence, and learning challenges.Support of customized lifelong education according to the individual characteristics of target students, such as students with learning disabilities, borderline intelligence, and learning challenges	• Redefine the concept of “lifelong education” for students eligible for special education. • Develop and distribute customized lifelong education programs that consider the type and degree of disability.
	6.2.2. Development and operation of various programs connected to the community and securing of budget for programs	• Develop various programs and secure budget for lifelong education for people with disabilities. • Create a foundation for village education and a lifelong education ecosystem based on the community. • Develop and operate lifelong education programs and provide information on learning materials through linkage with lifelong education institutions, colleges/universities, special education support institutions, youth schools, etc. in the community. • Actively utilize the local government’s budget and various facilities in the local community for lifelong education led by the Office of Education. • Strengthen publicity to improve the educational community and civic awareness of lifelong learning cities for people with disabilities.