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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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Post-school transitions for young adults with disabilities

Access to tertiary education is essential for young adults with disabilities: it boosts their chances of access to employment, their possibilities for inclusion and helps to put the prejudices surrounding impairment in the background. It can take on special meaning for young adults with disabilities in that the transition to adulthood changes the demands on educational systems and the conditions of eligibility for aid and support and creates new responsibilities for these individuals. In addition, the path to tertiary education requires the building of bridges and the creation of local synergies to mobilise actors in educational systems and in social and medical circles. Access to tertiary education also presupposes the existence of procedures for providing support to allow young adults with disabilities to cope with their new responsibilities and to adjust to the demands of tertiary education. In this respect it requires an integrated transition system that can ensure a safe pathway from secondary to tertiary education.

English French

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