Inclusive Post Secondary Education Questionnaire

With this questionnaire, the European Association for Service Providers for Persons with Disabilities (EASPD)'s Member Forum on Education aims to collect comprehensive data for a state-of-the-art report on pathways to inclusive post-secondary education (IPSE)/lifelong learning for people with intellectual disabilities who are between 18-24 years of age.

The answers to this questionnaire will form the basis of a report that will provide further information on the state of inclusive post-secondary education situation (IPSE) in selected European Countries. As the questionnaire addresses the national level in each country, please provide answers concerning the situation in your country/region.

This questionnaire is to be completed by academics or professionals working at a national level in the field of IPSE (higher education or VET).

The questionnaire is structured in three parts:

A) Statutory Legislation and Prescriptions - In Part A, you will be asked to assess the legal basis for IPSE in your country.

B) The Situation in Practice - In Part B, you will be asked to assess the practice of IPSE in your country.

C) Progression of Implementation - In Part C, you will be asked to assess the development and progression of IPSE in your country.

For this report, the below questionnaire was developed by the EASPD Secretariat in consultation with EASPD’s Member Forum on Education.

For the purposes of this questionnaire and subsequent report, the following terms have been defined as follows:

PSE – Post-secondary education

While PSE is sometimes referred to as “higher education,” “third-level education,” or “tertiary education’’ in various contexts, the term PSE, in this questionnaire and upcoming report, includes all forms of education and study programmes pursued after the secondary level, as well as research universities, teaching universities, professional colleges, polytechnics, and vocational colleges (UNESCO & IIEP, 2014).

IPSE – inclusive post-secondary education

IPSE for individuals with intellectual disabilities comprises programmes delivered in mainstream educational institutions where students with or without disabilities have the same access to all educational and employment opportunities to fully participate in academics, social events, and campus life.

VET - Vocational education and training

VET covers learning which aims to acquire knowledge, know-how, information, values, skills and competencies required in specific occupations or more broadly in the labour market (CEDEFOP, 2014) as well as develops citizens' skills to remain employable and respond to the needs of the economy (EU European Education Area).

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Inclusive Post Secondary Education Questionnaire

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If you can’t provide an answer for the country, please refer to the region.

Role as an expert in the field of inclusion

Years of experience in the field of inclusion

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Inclusive Post Secondary Education Questionnaire

Please state the single most important factor that would make a difference to the school/educational institution in being able to start an inclusive PSE program:

Can you identify organisations who are committed and active in organising IPSE programs in your country?

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Thank you for your time and your responses.

If you have any question feel free to contact fatima.gulmaliyeva@easpd.eu

Inclusive Post Secondary Education Questionnaire

Full name

Country

Role as an expert in the field of inclusion

Years of experience in the field of inclusion

1. According to the statutory legislation, do young people with intellectual disabilities have the right to access VET?

2. According to the statutory legislation, do young people with intellectual disabilities have the right to access inclusive VET without discrimination and on equal basis with others?

3. According to the statutory legislation, do young people with intellectual disabilities have the right to access higher education?

4. According to the statutory legislation, do young people with intellectual disabilities have the right to access inclusive higher education without discrimination and on an equal basis with others?

5. According to the statutory legislation, are there opportunities for students with a disability from a lower socio-economic background to receive economic support to access IPSE?

6. Is there consistency across different laws at a national and regional/federal state level for the right to IPSE (e.g. education law, antidiscrimination law, disability laws, children’s rights law, etc.)?

7. According to the statutory legislation, students with intellectual disabilities or their representatives and their parents can participate in the decision-making process of IPSE.

8. Are the procedures of assessment to identify the need for additional educational support defined in the statutory legislation?

9. Does the statutory legislation require that the training, continuous professional development and upskilling of teachers is oriented to the requirements of inclusive education?

10. By statutory legislation, it is assured that qualified teachers and staff are employed to provide effective inclusive education.

11. By statutory legislation, it is assured that the following conditions are accommodated to individual’s requirements:

12. Data on the number or percentages of pupils/students with intellectual disabilities in mainstream PSE, special learning institutions or excluded from the education system are collected and monitored at different levels of the system.

13. To what extent do you perceive that statutory legislation promotes equal access to IPSE?

1. The percentage of young people with intellectual disabilities included in PSE and/or LLL opportunities is ….%.

This can be assessed as...

2. In practice, it is assured that young people with intellectual disabilities have access to VET without discrimination on an equal basis with others.

3. In practice, it is assured that young people with intellectual disabilities have access to higher education without discrimination and on an equal basis with others.

4. In the decision-making processes, if persons with intellectual disabilities/their advocates (parents) articulate a preference for IPSE, it is followed.

5. The procedure of assessment of educational support needs leads to the provision of support to the learner in PSE.

6. In practice, the following conditions are accommodated to the individual’s requirements:

7. There is a systematic national data collection and monitoring on the progress of IPSE.

8. Training of teachers is oriented to the requirements of inclusive education.

9. In practice, qualified teachers and staff are employed to provide effective inclusive education.

10. Do schools cooperate with external stakeholders to find the best possible PSE options for young people with intellectual disabilities?

If you answered yes, can you please identify which stakeholders they work with:

11. Do the schools cooperate with parents, teachers, and pupils to find the best possible PSE options for young people with intellectual disabilities?

12. Is there a competitive environment between PSE institutions to enrol students with intellectual disabilities or learning difficulties?

13. Are there private initiatives to increase further the level of inclusion in lifelong learning services?

1. How do you assess the development of equal access of persons with intellectual disabilities to vocational training over the past 5 years?

2. How do you assess the development of equal access of persons with intellectual disabilities to higher education over the past 5 years?

3. How do you assess the the development of the process to include persons with intellectual disabilities or their representatives and parents in decision-making in their PSE over the past 5 years?

4. How do you asses the development of assessment procedures which enables the provision of support in PSE without a diagnosed special educational need over the past 5 years?

5. How do you assess the development of availability of appropriate staff with respect to individual’s requirements for learning of persons with intellectual disabilities in IPSE settings over the past 5 years?

6. How do you assess the development of the monitoring systems on IPSE over the last 5 years?

7. How do you assess the development of measures for awareness raising of governments to promote IPSE?

8. How do you assess the development of commitment and activities of education institutions (higher education, VET) to organize IPSE programs?

9. How do you assess the development of commitment and activities of education institutions (higher education, VET) to promote IPSE programs?

Please state the single most important factor that would make a difference to the school/educational institution in being able to start an inclusive PSE program:

Can you identify organisations who are committed and active in organising IPSE programs in your country?