The Transition from School to the Workplace for Students with Learning Disabilities: Status Quo and the Efficiency of Pre-Vocational and Vocational Training Schemes

Autor/inn/en	Gebhardt, Markus; Tretter, Tobias; Schwab, Susanne; Gasteiger-Klicpera, Barbara
Titel	The Transition from School to the Workplace for Students with Learning Disabilities: Status Quo and the Efficiency of Pre-Vocational and Vocational Training Schemes
Quelle	In: European Journal of Special Needs Education, 26 (2011) 4, S.443-459 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2011.597181
Schlagwörter	Learning Disabilities; Adolescents; Special Education; Education Work Relationship; Vocational Education; Prevocational Education; Supported Employment; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung; Enterprise education; Vorberufliche Bildung; Arbeitsförderungsmaßnahme; Ausland; Deutschland
Abstract	This article is concerned with the transition from school to the workplace for pupils with special educational needs in Germany. First, an outline of the standard system of professional training in Germany shall be given. Then, the initial conditions that adolescents are confronted with at the end of their time in school shall be examined. This review will then focus on studies and surveys of students with special educational needs who have graduated from school in Germany. It quickly becomes apparent that, after school, adolescents with special educational needs (SEN) most times visited a one-year school-based pre-vocational programme, and afterwards a state-funded school-based vocational programme; therefore the standard German dual-educational apprenticeship system generally doesn't apply. Looking at segregated school-based vocational training for students with SEN, it can be observed that the placement rate into the general labour market is not sufficient. Inclusive models play a minor role here, even if the analyses at hand suggest promising perspectives. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10