Parmenter T R, Knox M
Unit for Rehabilitation Studies, School of Education, Macquarie University, New South Wales, Australia.
Int J Rehabil Res. 1991;14(4):281-91. doi: 10.1097/00004356-199112000-00001.
The transition of young people with disabilities from school to work and adult living has been the focus of attention for the Centre for Educational Research and Innovation (CERI) of OECD for some years. Various member countries of OECD have implemented transition education programmes as a result of community-based educational policies for students with disabilities. To establish a baseline of the post-school experiences of disabled students a follow-up study of a sample of ex-students in New South Wales, Australia, was conducted. While the responses to the survey came essentially from students who had been in special schools and hence may be unrepresentative of the total population of disabled ex-students, the data indicate some interesting trends. Only 42% were in open employment. Those with a moderate or severe intellectual disability were generally in sheltered workshops, activity centres or at home. The majority of respondents indicated that work was an important part of their lives, not so much from an economic perspective, but especially as it afforded them a social outlet. The implications of the findings are discussed in the context of the current emphasis upon community-based rather than sheltered employment for people with disabilities.
多年来，残疾青年从学校过渡到工作及成年生活一直是经济合作与发展组织（OECD）教育研究与创新中心（CERI）关注的焦点。由于针对残疾学生的基于社区的教育政策，OECD的多个成员国已实施了过渡教育计划。为了确定残疾学生离校后经历的基线情况，对澳大利亚新南威尔士州的一批前学生样本进行了跟踪研究。虽然调查的回复基本上来自曾就读于特殊学校的学生，因此可能无法代表残疾前学生的总体情况，但数据显示了一些有趣的趋势。只有42%的人从事公开就业。中度或重度智力残疾的人通常在庇护工场、活动中心或家中。大多数受访者表示，工作是他们生活中的重要组成部分，这与其说是从经济角度而言，不如说是因为工作为他们提供了社交途径。研究结果的影响将在当前强调为残疾人提供基于社区而非庇护性就业的背景下进行讨论。
