The transition from school to the workplace for students with learning disabilities: status quo and the efficiency of pre-vocational and vocational training schemes

Gebhardt, Markus; Tretter, Tobias; Schwab, Susanne; Gasteiger‐Klicpera, Barbara

doi:10.1080/08856257.2011.597181

Cited by 19 publications

(7 citation statements)

References 10 publications

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“…It is worth mentioning that the problem indicated is also typical of other countries. For example, in Germany the real inclusion of people with disabilities in the labor communities is insufficient [18,19]. The disabled are excluded from employment in fact [20].…”

Section: Resultsmentioning

confidence: 99%

Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

et al. 2019

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The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

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Section: Resultsmentioning

confidence: 99%

Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

et al. 2019

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“…On the other hand, these students fail in the open application process for such training. For this reason, many students with SEN undergo special measures and attend programs of vocational education (Gebhardt et al, 2011;Hofmann et al, 2021;Tretter et al, 2011).…”

Section: Transition Problems Of Students With Special Educational Nee...mentioning

confidence: 99%

Mathematical Skills of Students With Special Educational Needs in the Area of Learning (SEN-L) in Pre-Vocational Programs in Germany

Lutz¹,

Ebenbeck²,

Gebhardt³

2023

IJRVET

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Context: Students with special educational needs in the area of learning (SEN-L) attend vocational trainings to be provided with qualifications for the labor market. Competences in arithmetic operations and comparing quantities such as weights and lengths are indispensable for obtaining a vocational qualification. Therefore, the study investigates whether students with SEN-L in Germany convert job-relevant quantities and master arithmetic operations accurately and with a certain speed before beginning vocational training. Methods: 152 students with SEN-L in pre-vocational training programs in southern Germany were examined using curriculum-related computer tests for formative assessment. Three skill-based tests were constructed as progress monitoring tests comparing weights and lengths and arithmetic operations including a speed component. Results: All newly developed tests meet the requirements of the Rasch model. Students' performance on the lengths test and the weights test correlates with a significant linear relationship (r = 0.64). Only weak correlations (r > 0.29 < 0.45) are found between the performance in the arithmetic operations and the weights and lengths tests. For items in the weights and lengths tests, participants show on average significantly higher probability of solving than in the arithmetic operations test. Furthermore, students with SEN-L show slow processing speed (median processing speed weights test 6.37 seconds, lengths test 6.26 seconds, arithmetic operations test 33.97 seconds on average per item). The students solve more items of the weights and lengths tests correctly than of the operation test (median for weights 25 items, for lengths 24 items, for arithmetic operations 7 items). Conclusion: The majority of the students with SEN-L were not able to solve the expected number of items correctly and show that the participants' accuracy in dealing with arithmetic operations and quantity comparison is low. It can be assumed that this might lead to difficulties in mastering mathematical items in the context of vocational training. This is the case, in particular, where a certain speed is required (fluency). Math instruction in pre-vocational programs needs a stronger focus on building up and expanding arithmetic operations and quantities and has to be complemented by monitoring the learning process of students with SEN-L.

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“…Moreover, the VET system also includes reduced VET programmes, that is, programmes for less-demanding occupations (e.g. sales assistant), which last only two instead of three years, and programmes designed specifically for young people classified as having disabilities or with low school certificates (Blanck, 2020; Gebhardt et al, 2011). 3…”

Section: Institutional Contextmentioning

confidence: 99%

Long-term scarring from institutional labelling: The risk of NEET of students from schools for learning disability in Germany

2022

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This article demonstrates the disadvantages that students leaving special needs schools ( Förderschule) face in their school-to-work transition in Germany. We analyse whether the institutional label of ‘having attended a special needs school’ – beyond and above low school attainment – results in scarring effects for students’ chances of integration into training and employment after leaving school. We focus on students classified as having learning disability ( Lernbehinderung), the largest group among students with special educational needs (SEN) and examine their NEET risk compared to equally low-attaining students from general schools at age 20/21. The analyses are based on rare longitudinal data for SEN students, the German National Educational Panel Study. Employing matching and regression techniques, we find that the label of ‘having attended a special needs school’ does generate long-term scars above and beyond low school attainment. However, this is only the case for school leavers with a lower secondary school certificate but not for those without school certificate.

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The transition from school to the workplace for students with learning disabilities: status quo and the efficiency of pre-vocational and vocational training schemes

Cited by 19 publications

References 10 publications

Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

Mathematical Skills of Students With Special Educational Needs in the Area of Learning (SEN-L) in Pre-Vocational Programs in Germany

Long-term scarring from institutional labelling: The risk of NEET of students from schools for learning disability in Germany

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