Educational pathways of young disabled people in Austria and Czech Republic
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F12%3A10129945" target="_blank" >RIV/00216208:11410/12:10129945 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Educational pathways of young disabled people in Austria and Czech Republic
Popis výsledku v původním jazyce
By combining biographical research with critical policy analysis, we aim to generate policy relevant knowledge that is grounded in the experiences of young disabled persons: In the first wave of fieldwork, 20 life stories of young disabled people from every participating country will be analyzed jointly. Second and third wave of field work will include yearly follow up interviews on recent developments in the lives of participants. The Life Course Approach to Disability (Priestley 2003, 2001) is used astheoretical framework for analysis. Results: In both countries, education in special schools pushed most participants towards segregated trajectories, leading them from special schools almost directly to sheltered workshops. Support was focused on therapeutic and medical issues. Concerning academic learning, outcomes were described as poor. Students in integrated schooling were bullied by their non disabled peers often, causing serious mental health problems over the life course for som
Název v anglickém jazyce
Educational pathways of young disabled people in Austria and Czech Republic
Popis výsledku anglicky
By combining biographical research with critical policy analysis, we aim to generate policy relevant knowledge that is grounded in the experiences of young disabled persons: In the first wave of fieldwork, 20 life stories of young disabled people from every participating country will be analyzed jointly. Second and third wave of field work will include yearly follow up interviews on recent developments in the lives of participants. The Life Course Approach to Disability (Priestley 2003, 2001) is used astheoretical framework for analysis. Results: In both countries, education in special schools pushed most participants towards segregated trajectories, leading them from special schools almost directly to sheltered workshops. Support was focused on therapeutic and medical issues. Concerning academic learning, outcomes were described as poor. Students in integrated schooling were bullied by their non disabled peers often, causing serious mental health problems over the life course for som
Klasifikace
Druh
O - Ostatní výsledky
CEP obor
AM - Pedagogika a školství
OECD FORD obor
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Návaznosti výsledku
Projekt
<a href="/cs/project/GAP407%2F11%2F2009" target="_blank" >GAP407/11/2009: Kvalitativní monitoring efektů vybraných institucionálních procesů v životě mladých dospělých se zdravotním postižením</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2012
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů