Abstract
By combining biographical research with critical policy analysis, we aim to generate policy relevant knowledge that is grounded in the experiences of young disabled persons: In the first wave of fieldwork, 20 life stories of young disabled people from every participating country will be analyzed jointly. Second and third wave of field work will include yearly follow up interviews on recent developments in the lives of participants.
The Life Course Approach to Disability (Priestley 2003, 2001) is used as theoretical framework for analysis. Results: In both countries, education in special schools pushed most participants towards segregated trajectories, leading them from special schools almost directly to sheltered workshops.
Support was focused on therapeutic and medical issues. Concerning academic learning, outcomes were described as poor.
Students in integrated schooling were bullied by their non disabled peers often, causing serious mental health problems over the life course for some participants. Teachers seemed to be unwilling or overstrained to support disabled students against the bullying.
Besides the negative social aspects, education in mainstream schools was considered as sometimes painful but necessary experience preparing for "the real life after school" by participants. Coming from mainstream schools, most participants were able to manage school to work transition successfully and attain paid jobs on the first labor market.
Except one woman all persons of the sample that went on to tertiary education had gone through an integrated school career.