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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.

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Institutional strategies to support students with disabilities

The transition to tertiary education depends on secondary schools’ strategies to prepare young adults with disabilities to cope with the demands of tertiary education and on the admissions strategies of tertiary education institutions to facilitate their success. It is important in this respect for schools to support young adults with disabilities throughout the transition process by allowing them to choose their courses with full knowledge of the facts, by encouraging them to plan the various stages in the transition process and by preparing them to play an active role in their future. Furthermore, it is important for admissions strategies of tertiary education institutions to take steps to avoid the risk of failure and to incorporate support procedures into a contract focused on imparting skills to students with disabilities. The transition to tertiary education is predicated on rooting the admission and follow-up of students with disabilities in an inclusive ethos able to mobilise the entire university community around the diversity of educational profiles and the success of every student.

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