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Following previous research on disability in higher education, OECD launched in 2007 research on transition opportunities of students with special educational needs to tertiary education and employment. The main objective of this research is to identify factors that facilitate or hinder that transition by analysing inclusive education policies, by implementing a longitudinal study focusing on pathways followed beyond upper secondary education and by analysing strategies developed by stakeholders to create effective pathway opportunities. This volume describes pathways followed beyond upper secondary education and the facilitators or inhibitors influencing these pathways in the Czech Republic, Denmark, France, the Netherlands and Norway. It depicts the activity undertaken by respondents as well as its evolution, the ability of upper secondary schools to prepare students with special educational needs for their transition to tertiary education and to the labour market as well as to adulthood, and the supports provided when leaving upper secondary education. It also looks at the admission and support strategies developed by tertiary education institutions, and at their enabling effect and the sense of belonging gained by students. It identifies good practices for empowering young adults with disabilities to access tertiary education and employment and be part of society.

Excerpt from publication.

The chapters are as follows: Analysing transition: conceptual framework and indicators; Young adults with disabilities tend to feel included; Perceived chances of inclusion beyond secondary education; Transition, an issue rarely included in schools’ strategies; Transition to tertiary education, a key factor for inclusion; Situations tend to improve over time. Show less