04 SES 16 E, (Cross-Country Perspectives) Perspectives of Youths with Disabilities in Inclusive Transition Processes
Inclusive transition processes after compulsory school are particularly difficult for young persons with disabilities. In other words, compulsory school leavers with disabilities are confronted with manifold barriers and mechanisms of exclusion in their transition to further education, training and employment. Regarding the right of full participation in education and employment for this target group (UN 2006) transition as a life phase with its high risk of exclusion has come into view of inclusive educational research in different countries all over the world. To improve the situation for persons with disabilities it is important to look at the situation in other countries and even more to work collaborative on this theme. Therefore, research on transition needs international collaboration.
Like in 2018, the aim of the symposium is to get a deeper understanding of the transition processes of youths with disabilities based on a multi-perspective view on the phenomenon and further to learn from the experiences each country has already made in the realization of current research projects. In this year, the perspectives of youth with disabilities in inclusive transition processes are of special interest. Each single countries will present research projects to this topic with different theoretical and methodological/methodical background. So, the experiences in realizing research, the results as well as the challenges and theoretical/methodological considerations can be discussed from a cross-country perspective.
Bacon, J. K. & Causton-Theoharis, J. (2013): `It should be teamwork`: a critical investigation of school practices and parent advocacy in special education. In: International Journal of Inclusive Education, 17 (7), 682-699. Fasching, H. (2012): Career counseling at school for placement in sheltered workshops? In: British Journal of Learning Disabilities, 42(1), 52-59. Hetherington, S. A. / Durant-Jones, L. / Johnson, K. / Nolan, K. / Smith, E. / Taylor-Brown, S. / Tuttle, J. (2010). The Lived Experience of Adolescents with Disabilities and their Parents in Transition Planning. In: Focus on Autism and Other Developmental Disabilities 25; H. 3, 163–172. Todd, L. (2007): Partnerships for Inclusive Education. A critical approach to collaborate working. London, New York: Routledge. UN – United Nations (2006): Convention on the Rights of People with Disabilities. Online: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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