Schulische Separation und die berufliche Situation im frühen Erwachsenenalter

Haeberlin, Urs; Eckhart, Michael; Lozano, Caroline Sahli; Blanc, Philippe

doi:10.2307/j.ctvdf02ts.6

Cited by 6 publications

(4 citation statements)

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“…In a nutshell, our results show that graduates who were previously integrated into mainstream education have an advantage: Their risk of exclusion from further education, training, employment, or support structures is reduced to 55% compared to graduates from special schools. Longitudinal research shows that this is also true after controlling for potentially relevant facts like gender, nationality, socio-economic background, performance at school or abilities (Haeberlin et al, 2011;Sahli Lozano, 2012). In our study, this finding shows up again when comparing students by gender and migration background.…”

Section: Conclusion Discussion and Future Research Potentialmentioning

confidence: 99%

Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria

Pessl

Steiner

2022

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Austrian students with special educational needs (SEN) face many obstacles in the transition from lower to upper secondary education. Using administrative data from national statistics, we analyse the trajectories of these students focusing on two questions: First, what is the impact of the former setting on further pathways for students from special schools compared with mainstream schooling? Second, can low‐threshold training or apprenticeship projects (the “transition system”) compensate for educational disadvantages in former school careers and serve as a “second chance” or do they reinforce exclusionary practices by perpetuating “special tracks”? Regarding the first question, our research findings confirm those from several studies conducted in other German‐speaking countries that show advantages for graduates from mainstream education compared to those from special schools, as they face a lower risk of institutional exclusion. In respect of the second question, at first glance, our findings differ from prior research results. Participating in the transition system is associated with a slight increase in participation in upper secondary education, some increase in employment, and an important reduction concerning inactivity. As revealed by a regression analysis controlling for socio‐demographic characteristics, participation in this system has a distinct integrative influence. We conclude by hypothesising that this is due to the structure of the Austrian transition system offering pathways back to mainstream educational systems and formally recognised educational qualifications.

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Section: Conclusion Discussion and Future Research Potentialmentioning

confidence: 99%

Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria

Pessl

Steiner

2022

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“…Contemporary studies, on the basis of longitudinal panel surveys, explicitly uncover the primary and secondary effects of disability status (see, e.g., Chatzitheochari/Platt 2019 on the UK; Blanck 2020 on Germany). Related to educational success, research from numerous countries suggests that students with learning difficulties or disabilities make more progress in achieving standardized educational norms in general schools than if schooled in separated or segregated environments (e.g., Markussen 2004;Wiener/Tardif 2004;Haeberlin et al 2011;Kocaj et al 2014). Individuals' risk of low or no attainment increases in special education, with its students significantly overrepresented in the group of less-educated youth (see Powell/Wagner 2014; Tomlinson 2017).…”

Section: Identity Formation and Life Chances At The Nexus Of Dis/abil...mentioning

confidence: 99%

The Nexus of Dis/Ability, Education and Social Inequality: Vocational Training and Higher Education in Germany

Powell

Blanck²

2023

sozialpolitik.ch

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Education increasingly determines social status and opportunities for meaningful participation. To ensure more equity among diverse student bodies, inclusive education has become a human right and a global norm. Sociological research has to some extent analyzed the nexus of dis/ability, education, and inequalities, yet far more attention has been paid to socio-economic status, gender, and race and ethnicity. While studies of educational opportunities of disabled youth and young adults exist, systematic approaches to understand stigmatization, segregation, and educational and social exclusion as well as their consequences are less advanced than for other ascriptive characteristics. Examining constrained learning opportunities in vocational training and higher education in Germany’s selective and segregated education system, we explore the nexus of dis/ability, education, and social inequality.

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“…Während der Anteil der Schülerinnen und Schüler insbesondere der Schwerpunkte Sprache und Lernen über die Zeit zurückging, zeigte sich gleichzeitig, dass die Anzahl der Schülerinnen und Schüler bei denen der Förderschwerpunkt "Geistige Entwicklung" diagnostiziert wurde, in Hinsichtlich des Ausbildungszugangs zeigte sich unter Berücksichtigung der individuellen und sozialen Zusammensetzung der Schülergruppen, dass segregierende und separierende Unterrichtsformen deutlich negative Auswirkungen auf den Übergang in die berufliche Ausbildung haben (vgl. Haeberlin et al 2011;Blanck 2020), die wiederum schwerwiegende negative Konsequenzen für den weiteren Lebensverlauf mit sich bringen (vgl. Powell und Pfahl 2019).…”

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“…Hingegen versprechen bildungspolitische Reformen, die gegen die Herstellung von "Bildungsarmut" (Allmendinger 1999) und auf schulische Inklusion gerichtet sind, nicht nur die Arbeitsmarktsituation von Menschen mit Behinderungen zu verbessern, sondern auch die Möglichkeit der sozialen Teilhabe. Verschiedene Ergebnisse weisen zudem darauf hin, dass Schülerinnen und Schülern mit Förderbedarf, die integrativ beschult werden, der Übergang nach der Schule besser gelingt (Ginnold 2008;Haeberlin et al 2011). In der Berufsbildung werden immer wieder Versuche unternommen, Inklusion zu fördern (vgl.…”

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Sonderpädagogische Fördersysteme und inklusive Bildung

Powell¹,

Pfahl²,

Blanck³

2021

Handbuch Bildungs- Und Erziehungssoziologie

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In diesem Beitrag wird aus der Perspektive der Bildungssoziologie ein kritischer Blick auf die sonderpädagogischen Förderschulsysteme, die Sonderpädagogik und die Folgen von Sonderbeschulung für Schülergruppen mit Behinderungen und Benachteiligungen entwickelt. Dazu werden Kennzeichen sonderpädagogischer Förderung zusammengefasst und in historischer Perspektive wichtige Entwicklungen sonderpädagogischer Fördersysteme nachgezeichnet. Hierzu werden Ergebnisse ländervergleichender Studien dargestellt sowie Erkenntnisse machtund diskursanalytischer Forschung zur Sonderpädagogik präsentiert, die die Persistenz schulischer Segregation erklären. Abschließend wird eine lebensverlaufs-bzw. biografieanalytische Perspektive auf die Folgen schulischer Segregation eingenommen und ein Fazit gezogen.

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Schulische Separation und die berufliche Situation im frühen Erwachsenenalter

Cited by 6 publications

References 0 publications

Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria

Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria

The Nexus of Dis/Ability, Education and Social Inequality: Vocational Training and Higher Education in Germany

Sonderpädagogische Fördersysteme und inklusive Bildung

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