Publication: May 2011
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.
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.
Young adults with disabilities, and especially those with learning difficulties, have been going on to tertiary education in increasing numbers over the past decade. More are gaining the prerequisites for tertiary education as policies to promote the inclusion of disabled people developed over the past 20 years bear fruit.
Chapter 1. Post-school transitions for young adults with disabilities
Chapter 2. Access to tertiary education is still challenging
Chapter 3. Institutional strategies to support students with disabilities
Chapter 4. The difficult transition from education to employment
Chapter 5. Conclusions and Recommendations
Table 5.1. Main challenges in optimising transition policies and their magnitude in participating countries
+ minor; ++ moderate; +++ important; ++++ crucial
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