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Enseignement supérieur, orchestration de l’accessibilité et stratégies d’accompagnement

Abstract : Access to higher education is a major challenge in a context where over 46 million people are unemployed and where youth unemployment is high, particularly due to a lack of qualifications (OECD, 2014). However, although the number of students with a special education need (SEN) has increased in most OECD countries, their academic success is much lower, and having a diploma in higher education does not always facilitate access to employment. This article also attempts to understand conditions for the academic success and professional insertion of French students with an SEN in terms of means of orchestration for the accessibility promoted by these student services. To do so it describes the representations of students with an SEN, conveyed by perceptions of the support expected from these services and the relationship to the difference underlying the dynamics of making university more accessible. It is based on a study about the educational conditions and professional insertion of a sample of French students with an SEN. This study combines the statistical perspective through the use of a qualitative questionnaire administered through interviews.
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Contributor : Aurélie Puybonnieux Connect in order to contact the contributor
Submitted on : Monday, September 27, 2021 - 11:48:12 AM
Last modification on : Friday, August 5, 2022 - 2:54:00 PM

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Serge Ebersold, Leonardo Santos Amâncio Cabral. Enseignement supérieur, orchestration de l’accessibilité et stratégies d’accompagnement. Éducation et francophonie, Association canadienne d’éducation de langue française, 2016, 44 (1), pp.134-153. ⟨10.7202/1036176ar⟩. ⟨hal-03355263⟩



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