Earning a living for former students with special educational needs. Does class placement matter?

Pupils with special educational needs in basic education schools and teachers’ sickness absences – a register-linkage study

“…While inclusion of SEN pupils to general education has been shown to promote the well-being of these pupils (6)(7)(8), many teachers in general education perceive it to be emotionally straining (9,25). Teachers might feel that they do not posses the qualifications to deal with SEN pupils and that the education of other pupils in general education suffers due to discipline problems and the extra time devoted to SEN pupils and their families.…”

“…Although from the perspective of SEN pupils' wellbeing, inclusive education is probably a better alternative than segregated special education (6)(7)(8), there are some data that suggest that teachers may perceive the Special educational needs and teachers' sickness absences inclusion of SEN pupils in general classes as emotionally straining. This is because inclusion may be associated with increased disciplinary problems in the class leading to increased risk of burnout symptoms (9) and sick leave among teachers (10).…”

The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement

“…However, it is worth reflecting that post-school options open to young people in special schools can be markedly restricted. In a Norwegian study, Myklebust and Båtevikb (2009) found that young adults with special educational needs who had previously attended special schools were significantly less likely than students with similar needs in mainstream settings to find jobs that enabled them to become economically independent and earn a living. In her probing and critical article about choices for students leaving special school, Elson (2011) concludes that for those with more marked difficulties (for example, students with severe or profound and multiple learning difficulties), college places or courses appear to be either inadequate or not available.…”

A review of the approaches investigating the post-16 transition of young adults with learning difficulties

“…A total of 15 studies (Table 1) met the inclusion criteria and of these studies 11 were conducted in the UK (Dyson, Meagher, and Robson 2002;Ward et al 2003;Howlin et al 2004;Aston et al 2005;Caton and Kagan 2007;Beyer and Kaehne 2008;Durkin et al 2009;Palikara, Lindsay, and Dockrell 2009;Whitehouse et al 2009;O'Riordan 2011;, 2 in Sweden (Engström, Engström, and Emilsson 2003;Billstedt, Gillberg, and Gillberg 2011), 1 in Norway (Mykleburst and Båtevik 2009) and 1 in Belgium (Renty and Roeyers 2006). Just over half of the studies (N ¼ 8/15) were published in the last four years of the period 2002-2012.…”