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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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The difficult transition from education to employment

The growing number of young adults with disabilities in tertiary education has had only a relative impact in terms of entry into employment. Young adults with disabilities have less straightforward access to employment than the population as a whole, are overexposed to long-term unemployment and to casual or part-time jobs, and, as a result, to poverty. In this respect, their transition to employment requires the strengthening of links between schools and the job market as well as the development of synergies to combine success in tertiary education with successful entry into society and employment. It is important to facilitate the acquisition of professional experience in tertiary education, to make better provision for employment in the strategies of admissions and support services for students with disabilities and to strengthen the links between tertiary education institutions and the world of work.

English French

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