Vocational education and training for people with disabilities: Review of research

Publication title: Review of Research: Vocational education and training for people with disabilities

The aim of the current study was to examine the available literature concerning access and equity for people with disabilities in relation to post-secondary school vocational education and training (VET). Specifically, the study aimed to:

• examine the access, participation and outcomes that are currently being achieved by students with disabilities in the VET sector
• determine the barriers that continue to confront these students
• identify the factors that contribute to successful outcomes
• review innovative models of service delivery both in Australia and internationally
• outline major areas requiring further examination

In terms of access, the review has shown that in comparison to people without disabilities, people with disabilities continue to have difficulty accessing post-secondary school training or education. Even if access is possible, the literature suggests that they have more difficulty in participating fully in that study and achieving meaningful outcomes as a result of their efforts.

The remainder of the review is presented under two major headings, namely, barriers and success factors. The findings in both these areas will be summarised in this chapter from the perspectives of the three major stakeholders in the sectors, namely:

• students with disabilities
• service providers (i.e. educators/trainers)
• policy-makers and planners

Students with disabilities

For students with disabilities, it is necessary to recognise that the VET system is extremely complex and confusing, but there is a commitment to equity in these systems of which they must take advantage. The review has suggested that it is important for students with disabilities to assert their rights and demand access to sufficient information to enable them to make informed choices. In terms of assistance, the review has indicated that students must seek assistance whenever it is needed, advise authorities of any physical access difficulties they encounter or other problems with support services and contribute to data collection efforts that will improve their situation. This pro-active approach means that students with disabilities must become involved in attitude change and must register their disability needs despite the fact that this process can be humiliating and difficult. At a personal level, students with disabilities must endeavour to compensate for their disability-related problems as much as possible and seek counselling if necessary. They must persevere and maintain their support networks as these factors will enable them to overcome some inequity issues.

Service providers

Service providers in this industry must recognise that students with disabilities are confronting numerous inequitable practices. They must be aware of disability-related issues and must embrace the concept of inclusion. With a true understanding of inclusion, service providers are more likely to deliver individualised, flexible and empowering services that will combat inequity for students with disabilities. At the organisational level, service providers must ensure that they provide sufficient counselling/health services and support services that are appropriate for students with disabilities. They must also ensure that staff receive adequate training programs, information and incentives to address equity issues. It is the responsibility of the organisation to maintain standards in teaching practice, to monitor the appropriateness of support services and to audit the physical accessibility of their facilities. With regard to data collection, organisations must ensure that the procedures required from students with disabilities do not further disadvantage those students. Such procedural ease and clarity will encourage students to register their needs which will, in turn, provide institutions with reliable data to illustrate the demand that is being placed on their resources.

Policy-makers and planners

For policy-makers and planners, the major tasks identified in this review involve a monitoring and evaluation role whereby they ensure that connections are made among service providers, thus maximising the likelihood that adequate preparation and planning occurs for individual students. Monitoring must also occur in terms of standards and training to ensure the implementation of policy in practice. Similarly, the physical access plans of institutions must be monitored with rewards or repercussions being contingent on the outcomes. Another role for policy-makers and planners is to examine impact of funding models at the level of the individual student and put in place mechanisms to protect students with disabilities from any negative implications of funding. Finally, policy-makers and planners should be responsible for ensuring that consistent and useful data are collected and made available to all stakeholders in a useable format.