Post-compulsory education and training is now essential for employment in a competitive labour market. While this should apply as much to disabled people as it does to the non-disabled, the disabled remain significantly under-represented in post-compulsory education and employment. This realization is prompting many OECD countries to extend current provision to treat students with disabilities equitably.
Despite islands of good practice the overall picture reveals the need for substantial improvements in many areas. First of all, the criteria used to define disabilities vary considerably from one country to another. A common conceptual framework should be adopted to facilitate data collection and make international progress in this field traceable. Overall, issues such as the opportunities offered to the disabled students, the evaluation of the education they receive, the support structures available, and the training of teachers need to be addressed in most countries.
This book brings together surveys of recent developments in both policy and practice based on reports provided by 12 countries: Australia, Canada (British Columbia and Quebec), Finland, France, Iceland, Ireland, Italy, the Netherlands, Norway, Spain, Sweden and the United Kingdom. Specific recommendations are made for each country and examples of particular issues identified as points of action are itemised in the text as "ways forward".