Innovation in education
Transitions to Tertiary Education and Work for Youth with Disabilities
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Executive Summary | Table of contents | Download the free e-book
The longitudinal study is designed to address the lack of data on pathways taken by young adults with disabilities at the end of secondary education and thus to complete the data collected by the country reports. It does however not claim to either describe thoroughly the complexity of the mechanisms governing access to tertiary education and employment, and the wide variety of situations faced by young adults with disabilities, or to compare countries with each other. It seeks to identify the factors facilitating or inhibiting the respondents’ access to tertiary education or employment, and not the factors facilitating or inhibiting access to tertiary education for all young adults with disabilities. It builds upon a methodology devised jointly by the Secretariat and the countries concerned (Czech Republic, Denmark, France, Ireland, Netherlands, Norway, United States) but implemented according to each country’s specificity. The Czech Republic, Denmark and France adopted the jointly devised questionnaire. The Netherlands preferred to focus the investigation on aspects linked to participation and transition and sought, as far as possible, to use the same questions. Norway retained all the descriptors but without wishing to cover all the agreed questions, as it felt restricted both by the time factor and certain specific aspects of the methodology described below. After analysing the data, the statistical institute undertook to ensure that, wherever possible, they were fully consistent, as will also be described in due course. The first wave of the longitudinal study was carried out among Czech, Danish, French, Dutch and Norwegian young adults with disabilities. The second wave was implemented among French and Norwegian respondents, and data relate to the pathways followed by French respondents within tertiary education and to those followed by Norwegian respondents within the labour market. 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 schools’ 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. Key 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
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