TEACHERS’ ROLE ON SOCIAL INCLUSION AND EMPLOYABILITY PROSPECTS OF STUDENTS WITH DISABILITIES

Abstract

Social inclusion and employment prospects of young students with disabilities depend not only on positive attitudes but also on appropriate vocational training. There is an urgent need to implement effective intervention strategies to alleviate barriers and facilitate successful outcomes for the employment of young people with disabilities, and at the same time there is growing evidence that helping them gain early work experiences leads to better long-term results of vocational rehabilitation. There are many social groups that can influence employment opportunities and outcomes for students with disabilities (e.g., parents, employers, employment counsellors, etc.) but teachers are of primary importance. They have at their disposal a wealth of knowledge about the advantages and needs associated with the school to employment transition of young people with disabilities, and at the same time they understand the extent to which existing school activities are effective in strengthening them. Our literature review shows that teachers’ attitudes have a significant impact on job opportunities and the transition to work for students with disabilities. Negative attitudes can limit the type of education services provided and the potential for their successful training. Teachers play a predominant and essential role in removing social exclusion, initially supporting their students' stay at school and later providing immediate training to improve employment outcomes. Ultimately, they affect their employability because their attitudes have a direct impact on the structure, content, implementation and promotion of school to employment transition programs.