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Inclusion of Students with Disabilities in Tertiary Education and Employment

image of Inclusion of Students with Disabilities in Tertiary Education and Employment

This book examines the transition of young adults with disabilities from school to tertiary education and work. It analyses the policy experiences of several OECD countries and identifies recent trends in access to education and employment as well as best transition policies and practices. Which factors foster or hinder the transition to tertiary education and work? What are the strengths and weaknesses of policies and support given to young adults with disabilities? What strategies exist in upper secondary schools and tertiary education institutions to smooth this transition and what are their strengths and weaknesses?

It shows that access to tertiary education for young adults with disabilities has improved significantly over the past decade. However, despite the progress that has been made, the transition to tertiary education is still harder for young adults with disabilities than it is for other young adults. Students with disabilities are also less likely than their non-disabled peers to successfully complete their studies, or to access employment.

The book also provides policy recommendations for governments and education institutions. These recommendations are designed to give young adults with disabilities the same success and transition opportunities that other young adults already enjoy and to improve hereby their right to education and to inclusion.

English French

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Access to tertiary education is still challenging

The inclusive policies developed in recent years have helped to optimise access to tertiary education for young adults with disabilities, particularly those with learning difficulties. They have facilitated their access to secondary education and their success at school by mobilising the financial, technical and human resources needed to meet their particular educational needs and by developing educational systems that seek to ensure the success of every student regardless of his or her particularities. However, access to tertiary education for young adults with disabilities is not as smooth as it is for other young adults, particularly for those with psychological or behavioural problems. These difficulties are attributable in particular to a lack of synergies between the actors involved in the process of transition to tertiary education, the lack of training of these actors, and the inadequacies of the tools and statistical data required for the development of integrated systems of transition.

English French

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