Inclusion of students with disabilities in tertiary education and employment.

Institution	OECD
Titel	Inclusion of students with disabilities in tertiary education and employment.
Quelle	Paris: OECD (2011), 140 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Education and training policy
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	1990-1496; 1990-150X
ISBN	92-64-09741-4; 978-92-64-09741-4; 978-92-64-09765-0
DOI	10.1787/9789264097650-en
Schlagwörter	Vergleich; Chancengleichheit; Arbeitswelt; Bildungspolitik; Chancengleichheit; Dänemark; Erwachsener; Europa; Finanzierung; Frankreich; Irland; Nordamerika; Norwegen; Schule; Statistik; USA; Bildungspolitik; Behinderung; Recht auf Bildung; Tertiärbereich; Vergleich; Recht auf Bildung; Schule; Übergang; Arbeitswelt; Inklusion; Finanzierung; Tertiärbereich; Statistik; Behinderung; Institution; Behinderter; Erwachsener; Jugendlicher; Dänemark; Europa; Frankreich; Irland; Nordamerika; Norwegen; OECD-Staaten; Tschechische Republik; USA
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4