Disability and Gender in Transitions

Author(s):

Helga Fasching(presenting / submitting)

Conference:

ECER 2014

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 05 C, VET Vociational Education and Training: Issues in Inclusive Education

Paper Session

Time:

2014-09-03

11:00-12:30

Room:

B026 Anfiteatro

Chair:

Sílvia Alves

Contribution

In Austria there is a lack of studies on the evidence of outcomes and progress towards inclusion in education and training for young people with intellectual disabilities after compulsory schooling from a gender perspective.

Therefore in this paper, the interaction of disability and gender will be analyzed for the transition from compulsory school to training and employment for school leavers with intellectual disabilities, and using the concept of intersectionality as a theoretical basis, the paper analyses the interaction between disability and gender in regard to the transition from compulsory school to vocational training and employment of school leavers with intellectual disabilities.

Research question: How does the transition process from compulsory school to vocational training and employment take place in young women with disabilities compared to young men with disabilities?

Method

The analysis is based on quantitative data from a nationwide second parent survey in Austria. From the perspective of parents (N = 94), their children with intellectual disabilities undergo the transition from school to working life within one year after leaving compulsory school.

Expected Outcomes

Results: The results show that more than half of the female as well as more than half of the male secondary school leavers with intellectual disabilities are directed from compulsory education directly into the workshop. In addition, fewer female than male school leavers with intellectual disabilities access activities of vocational preparation and training. Conclusions: In order to successfully implement educational measures during and after compulsory school, the research at hand postulates the need to develop the required sensitivity in relation to aspects of the sex and differentiation between the sexes systematically and with suitable measures.

References

Fasching, H. & Postek, N. (2014). Grounded Theory und Intersektionalitätsforschung zur Analyse biographischer Interviews von Frauen mit intellektueller Beeinträchtigung. In: VHN, 83. Jg., 46-60. Fasching, H. (2013). Grounded Theory als Methodologie in der lebensgeschichtlichen Forschung mit Menschen mit intellektueller Beeinträchtigung. In: Heilpädagogische Forschung, Volume XXXIX, Issue 2, 125-139. Fasching, H. (2013). The Educational Situation and Transition Process to Work of School Leavers with an Intellectual Disability in Austria. In: Seifried, J. & Wuttke, E. (eds.), Transitions in Vocational Education (Research in Vocational Education, Volume 2). Opladen/Berlin/Toronto: Budrich, 105-122. Fasching, H. (2013). Interaktion von Behinderung und Geschlecht im Übergang von der Schule in Ausbildung und Beschäftigung. Erweiterte Analysen aus einem aktuellen Forschungsprojekt. In: VHN, 82. Jg., 46-59. Fasching, H. & Mursec, D. (2010). Schulische Ausgangssituation und Übergang in Ausbildung und Beruf in Österreich. Dokumentation der bundesweiten Befragung der Bezirksschulinspektor/innen und Eltern. Datenband I der dreibändigen Reihe “Die Übergangs-, Unterstützungs- und Beschäftigungssituation von Menschen mit einer intellektuellen Beeinträchtigung in Österreich”. Vienna: University of Vienna. Online: http://vocational-participation.univie.ac.at/publications/2010/.

Author Information

Helga Fasching (presenting / submitting)

University of Vienna

Vienna

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