ABSTRACT

The transition of youths with disabilities from mandatory schooling into further education or vocation is still a major challenge for inclusive measures in the Austrian transition system. In the last decade, projects from the Austrian Science Fund (FWF), including ‘Participatory experiences in the vocational biography of persons with intellectual disabilities’ and ‘Cooperation for an inclusive education transition’, have undertaken research into how youths with disabilities can achieve a successful transition and which factors limit or prohibit this process. Since continuous cooperation between transition professionals, parents and youths has been shown to be the most promising approach, this article considers and analyses the views of experts on the transition process. The research methodology is located within basic research, as it explores the notion of ‘participative cooperation’, which has not yet been explicitly addressed. Through three Reflecting Team-modified group discussions, the various professionals and the research team maintained a continuous three-year research cooperation. The main concerns of the professionals are the plethora of jurisdictions, actors with different degrees of power and intentions, coaches with too many assigned youths, the lack of incentives for youths with disabilities to seek work in the general labour market, and the lack of cooperation of parents.

摘要

残疾青年从义务教育过渡到继续教育或职业仍然是奥地利过渡系统中包容性措施的主要挑战。在过去十年中，奥地利科学基金 (FWF) 的项目，包括“智障人士职业生涯中的参与经验”和“包容性教育转型合作”，对残疾青年如何获得成功的过渡以及哪些因素限制或禁止了这一过程。由于过渡专业人士、父母和青少年之间的持续合作已被证明是最有希望的方法，因此本文考虑并分析了专家对过渡过程的看法。研究方法位于基础研究中，因为它探讨了尚未明确解决的“参与式合作”的概念。通过三个反思团队修改的小组讨论，各专业人士和研究团队保持了连续三年的研究合作。专业人士主要关注的问题是司法管辖区过多、权力和意图不同的行为者、分配给青年的教练过多、缺乏激励残疾青年在一般劳动力市场寻找工作以及缺乏合作的父母。