Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review

This systematic review explores what has been studied about graduates with disabilities and their academic university and work experience. In the study, 18 articles were analysed and the voices of a total of 664 graduates with disabilities from different international contexts were considered. The results were organised around the research questions that guided the review: the characteristics of the studies in terms of country, participant profile, methodology, and the topics investigated on graduates and higher education (university inclusion, transition to employment and labour market insertion). This systematic review shows that there are a number of factors that enable graduates to continue and successfully complete their studies and facilitate their integration into the world of work. The conclusions show the important role that universities play in helping graduates to face the barriers they encounter in their academic careers. Furthermore, they claim to guide and prepare graduates with disabilities during their professional experiences

Garantire l’accesso e il successo universitario agli studenti con disabilità: costruire regie inclusive

The number of students with disabilities enrolled in university pathways is clearly growing. Recent ministerial measures not only urge universities to provide authentic and accessible responses and mediations, but in fact call into question a series of interventions that, in an ecological way, involve the entire community. The contribution starting from a synthesis of national and international research on the reasons for the university success of these students proposes an analysis of systematic actions that call for the activation of a community capable of accompanying this transition, coordinating and integrating different actors, devices and practices. In particular, the emphasis is on the role that the Individual Plan can play as an inclusive instrument to increase the number of opportunities in the life project in terms of personal, social and professional resources. Il numero degli studenti con disabilità iscritti ai percorsi universitari è in netta crescita. Le recenti misure ministeriali non sollecitano solo gli Atenei a fornire risposte e mediazioni autentiche e accessibili, ma di fatto chiamano in causa una serie di interventi che, in maniera ecologica, coinvolgono tutta la comunità. Il contributo a partire da una sintesi di ricerche nazionali e internazionali sui motivi del successo universitario di questi studenti propone un’analisi delle azioni di sistema che chiedono l’attivazione di una comunità capace di accompagnare questa transizione, coordinando e integrando soggetti, dispositivi e prassi differenti. In particolare, si focalizza l’attenzione sul ruolo che il Piano Individuale può svolgere in termini di regia inclusiva per aumentare il paniere delle possibilità del progetto di vita in termini di risorse personali, sociali, professionali. &nbsp

Academic success factors in university students with disabilities: a systematic review

Este es un manuscrito aceptado de un artículo publicado por Taylor & Francis en European Journal of Special Needs Education, el 2022], disponible en: https://dx.doi.org/10.1080/08856257.2021.1940007This study provides a systematic review of the literature on what factors university students with disabilities recognise as necessary for their academic success. This systematic review was conducted in ERIC, Scopus and Web of Science. The opinions of 3854 students in a total of 31 qualitative and quantitative studies were analysed through a system of categories and codes. The results were organised according to the description of the studies (type of methodology, country and type of disability) and personal and external factors favouring success. Among the personal factors of students with disabilities who progress and remain at university, selfadvocacy, self-awareness, self-determination, self-esteem and executive functioning stood out. Regarding external factors, the following were identified: family, disability offices, staff and faculty members, and peers that influence their academic success. This paper includes significant findings that universities can use to develop actions that promote the development of some of the factors identified in this study, thus favouring the learning and academic success of students with disabilitiesMinistry of Science and Innovation of Spain, State Research Agency FundsFEDER funds European Unio