当前位置:
X-MOL 学术
›
Social Inclusion
›
论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Negotiating the “Maze”: SEN and the Transition From Lower Secondary Education in Austria
Social Inclusion ( IF 1.543 ) Pub Date : 2022-04-11 , DOI: 10.17645/si.v10i2.5096 Gabriele Pessl , Mario Steiner
Social Inclusion ( IF 1.543 ) Pub Date : 2022-04-11 , DOI: 10.17645/si.v10i2.5096 Gabriele Pessl , Mario Steiner
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.
中文翻译:
协商“迷宫”:SEN 与奥地利初中教育的过渡
有特殊教育需要的奥地利学生 (SEN) 在从初中到高中的过渡过程中面临许多障碍。我们使用来自国家统计数据的行政数据,分析这些学生的轨迹,重点关注两个问题:第一,与主流学校相比,前一种设置对特殊学校学生的进一步路径有何影响?其次,低门槛培训或学徒项目(“过渡系统”)能否弥补以前学校职业中的教育劣势并作为“第二次机会”,还是通过延续“特殊轨道”来强化排他性做法?关于第一个问题,我们的研究结果证实了在其他德语国家进行的几项研究的结果,这些研究表明,与特殊学校的毕业生相比,主流教育的毕业生更有优势,因为他们面临的机构排斥风险较低。关于第二个问题,乍一看,我们的研究结果与之前的研究结果不同。参与过渡系统与高中教育参与率的轻微增加、就业的一些增加以及与不活动有关的重要减少有关。正如控制社会人口特征的回归分析所揭示的那样,参与该系统具有明显的综合影响。
更新日期:2022-04-11
中文翻译:
协商“迷宫”:SEN 与奥地利初中教育的过渡
有特殊教育需要的奥地利学生 (SEN) 在从初中到高中的过渡过程中面临许多障碍。我们使用来自国家统计数据的行政数据,分析这些学生的轨迹,重点关注两个问题:第一,与主流学校相比,前一种设置对特殊学校学生的进一步路径有何影响?其次,低门槛培训或学徒项目(“过渡系统”)能否弥补以前学校职业中的教育劣势并作为“第二次机会”,还是通过延续“特殊轨道”来强化排他性做法?关于第一个问题,我们的研究结果证实了在其他德语国家进行的几项研究的结果,这些研究表明,与特殊学校的毕业生相比,主流教育的毕业生更有优势,因为他们面临的机构排斥风险较低。关于第二个问题,乍一看,我们的研究结果与之前的研究结果不同。参与过渡系统与高中教育参与率的轻微增加、就业的一些增加以及与不活动有关的重要减少有关。正如控制社会人口特征的回归分析所揭示的那样,参与该系统具有明显的综合影响。