Transitions to Tertiary Education and Work for Youth with Disabilities [electronic resource] /
Ebersold, Serge.
Organisation for Economic Co-operation and DevelopmentContributor
Organisation for Economic Co-operation and DevelopmentContent Provider
Paris : OECD Publishing,
2012.
This report addresses the lack of data on pathways followed by young adults with disabilities beyond secondary education in most OECD countries. It describes the activity undertaken by a sample of Czech, Danish, Dutch, French and Norwegian young adults with disabilities and its evolution, as well as looking into the factors that have facilitated or hindered high-quality transition processes to tertiary education and employment. Do upper secondary schools enable students with special educational needs to move successfully to tertiary education and employment? Are young adults with disabilities supported appropriately when leaving upper secondary schools? Do universities' and colleges' admission and support strategies foster transition to and success within tertiary education? The report shows that young adults with disabilities who left upper secondary education in 2007 have mostly accessed tertiary education, while those leaving tertiary education the same year have mainly entered the labour market. It also reveals that due to low-quality support at upper secondary level and the relative absence of transition issues in upper secondary schools' policies and strategies, transition to tertiary education and to employment is closely linked with parental support and involvement, and young adults with disabilities coming from a low socio-economic background have less transition opportunities than those coming from a high socio-economic background. It demonstrates that young adults with disabilities who moved on to tertiary education consider they have gained the same opportunities as their non-disabled peers, as well as self-confidence and better inclusion opportunities. This report also shows that persistent inactivity beyond secondary education has a strong disaffiliation effect. It restricts individuals' participation opportunities and deprives individuals from social and economic independence as well as from personal well-being.
Executive Summary -- -Context -- Pathways leading to education and employment tend to be inclusive -- Transition to tertiary education, a process that may require support -- Young adults with disabilities may not feel prepared for active citizenship in secondary education -- Weaknesses in transition strategies -- Pathways followed increased respondents' inclusion since the first wave -- Chapter 1. Analysing transition: Conceptual framework and indicators  -- -Transition, a vector of equity -- Descriptors of transition -- References -- Chapter 2. Young adults with disabilities tend to feel included  -- Most young adults with disabilities entered tertiary education on completion of upper secondary education -- Most young adults with disabilities entered work upon leaving the first cycle of tertiary education -- Conclusions -- References -- Chapter 3. Perceived chances of inclusion beyond secondary education  -- -Relatively low perceived participation opportunities on completion of secondary education -- Conclusions -- References -- Chapter 4. Transition, an issue rarely included in school's strategies  -- -Improve transition strategies to improve transition opportunities -- A challenging transition period -- Conclusions --  References -- Chapter 5. Transition to tertiary education, a key factor for inclusion  -- -Access to tertiary education -- Providing better support opportunities to improve study conditions --  Most students with disabilities feel included -- Conclusions -- References -- Chapter 6. Situations tend to improve over time  -- -Situations tend to improve since the first wave -- Pathways within tertiary education in France depend on the coherence of universities' policies -- Professional pathways in Norway -- Conclusions -- References -- Annex A. Methodology  -- Annex B. Description of the population  -- Annex C. Keu indicators relating to the longitudinal study  -- Annex D. Sampling procedure  -- Annex E. Distribution of respondents by situation and socio-demographic characteristics  -- Annex F. Logistic regressions 
This report addresses the lack of data on pathways followed by young adults with disabilities beyond secondary education in most OECD countries. It describes the activity undertaken by a sample of Czech, Danish, Dutch, French and Norwegian young adults with disabilities and its evolution, as well as looking into the factors that have facilitated or hindered high-quality transition processes to tertiary education and employment. Do upper secondary schools enable students with special educational needs to move successfully to tertiary education and employment? Are young adults with disabilities supported appropriately when leaving upper secondary schools? Do universities' and colleges' admission and support strategies foster transition to and success within tertiary education? The report shows that young adults with disabilities who left upper secondary education in 2007 have mostly accessed tertiary education, while those leaving tertiary education the same year have mainly entered the labour market. It also reveals that due to low-quality support at upper secondary level and the relative absence of transition issues in upper secondary schools' policies and strategies, transition to tertiary education and to employment is closely linked with parental support and involvement, and young adults with disabilities coming from a low socio-economic background have less transition opportunities than those coming from a high socio-economic background. It demonstrates that young adults with disabilities who moved on to tertiary education consider they have gained the same opportunities as their non-disabled peers, as well as self-confidence and better inclusion opportunities. This report also shows that persistent inactivity beyond secondary education has a strong disaffiliation effect. It restricts individuals' participation opportunities and deprives individuals from social and economic independence as well as from personal well-being.
Bibliographic Level Mode of Issuance: Monograph
Employment
Education
Education
Social Sciences
Education, Special Topics
Education and Training Policy