Testi

Transitions to Tertiary Education and Work for Youth with Disabilities

Anno: 2012
Autore: Serge Ebersold
Lingua: Italiano
Pagine: 179
Fonti:

Questo rapporto affrontala mancanza di dati sui percorsi seguiti dai giovani adulti con disabilità al di là dell’istruzione secondaria nella maggior parte dei paesi dell’OCSE. Esso descrive le attività svolte da un campione di giovani con disabilità danesi, olandesi, cechi, francesi e norvegesi e delle loro evoluzioni, e inoltre esamina i fattori che hanno facilitato od ostacolato la qualità dei processi di transizione verso l’istruzione terziaria e l’occupazione.

Le scuole secondarie superiori consentono agli studenti con bisogni educativi speciali di passare con successo all’istruzione superiore e all’occupazione? I giovani adulti con disabilità sono supportati adeguatamente al momento di lasciare le scuole secondarie superiori? Le strategie di ingresso e sostegno delle università favoriscono la transizione e il successo nell’ambito dell’istruzione terziaria?

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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?

www.oecd-ilibrary.org

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 

ISBN13: 9789264177895
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