Abstract
In the framework of the research project Quali-TYDES, we are presenting some results of life-course analysis of young disabled persons and we are proposing examples of the use of qualitative biographical research for the evaluation and monitoring of social policies. In this article, we focus on the field of school education in the Czech Republic through the eyes of today's young adults with disabilities.
We analyse in more details the hemes related to 1) pathways (way of life) and 2) the capital and the resources (human or material resources that people use in their life course) of these young people. From these examples, we show that the resources available for the education of young people in mainstream schools are provided in a patchy and disorganised way, which often has a negative impact on their education.
Often the pathways of children with disabilities is characterised by frequent interruptions or changes of schools and supports and therefore it has negative consequences on their personal and social development.