Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v10i2.5096 |
Resumo: | 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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Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in AustriaAustria; educational trajectories; inclusion; mainstream education; special educational needs; special needs education; transition systemAustrian 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.Cogitatio2022-06-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v10i2.5096oai:ojs.cogitatiopress.com:article/5096Social Inclusion; Vol 10, No 2 (2022): Challenges in School-To-Work Transition: Perspectives on Individual, Institutional, and Structural Inequalities; 347-3572183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/5096https://doi.org/10.17645/si.v10i2.5096https://www.cogitatiopress.com/socialinclusion/article/view/5096/5096Copyright (c) 2022 Gabriele Pessl, Mario Steinerinfo:eu-repo/semantics/openAccessPessl, GabrieleSteiner, Mario2022-12-20T11:00:07Zoai:ojs.cogitatiopress.com:article/5096Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:36.094521Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria |
title |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria |
spellingShingle |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria Pessl, Gabriele Austria; educational trajectories; inclusion; mainstream education; special educational needs; special needs education; transition system |
title_short |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria |
title_full |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria |
title_fullStr |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria |
title_full_unstemmed |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria |
title_sort |
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria |
author |
Pessl, Gabriele |
author_facet |
Pessl, Gabriele Steiner, Mario |
author_role |
author |
author2 |
Steiner, Mario |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pessl, Gabriele Steiner, Mario |
dc.subject.por.fl_str_mv |
Austria; educational trajectories; inclusion; mainstream education; special educational needs; special needs education; transition system |
topic |
Austria; educational trajectories; inclusion; mainstream education; special educational needs; special needs education; transition system |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v10i2.5096 oai:ojs.cogitatiopress.com:article/5096 |
url |
https://doi.org/10.17645/si.v10i2.5096 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/5096 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/5096 https://doi.org/10.17645/si.v10i2.5096 https://www.cogitatiopress.com/socialinclusion/article/view/5096/5096 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Gabriele Pessl, Mario Steiner info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Gabriele Pessl, Mario Steiner |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 10, No 2 (2022): Challenges in School-To-Work Transition: Perspectives on Individual, Institutional, and Structural Inequalities; 347-357 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130662803865600 |