Résumés
Résumé
L’objectif de cette enquête est d’explorer le statut d’emploi et les caractéristiques d’intégration dans l’emploi des étudiants ayant des incapacités et ayant obtenu un diplôme de l’Université Laval. L’enquête cible tous les diplômés ayant au moins une incapacité et ayant été soutenus par le Centre d’aide aux étudiants entre 2007 et 2015. Les répondants (n=78) ont été rejoints au moyen d’un sondage en ligne auto-administré. Les résultats obtenus indiquent qu’une majorité de diplômés (62,8 %) accèdent à l’emploi et que leur intégration s’effectue généralement sans difficulté (75,5 %), et ce, avec une aide à la recherche d’emploi peu sollicitée (9,6 %). Les emplois obtenus sont de bonne qualité et en lien avec la formation (75,5 %). Nos résultats suggèrent que les stages contribuent à une meilleure intégration. Ils suggèrent également que le besoin d’accommodement pour les étudiants ayant des incapacités lors du cheminement universitaire s’expliquerait davantage par les contraintes qui s’appliquent aux modalités d’enseignement et d’évaluation. L’absence de ces contraintes une fois en emploi permettrait à ces mêmes étudiants de performer dans l’emploi sans accommodement ou presque.
Mots-clés :
- intégration en emploi,
- étudiants avec incapacités,
- éducation universitaire
Abstract
This study aims to investigate the situation regarding employment and the characteristics of integration in employment of Laval University students with disabilities after graduating from university. The study was addressed to all graduated students who had at least one disability and who had been supported by the Students Support Center between 2007 and 2015. Students were contacted by a self-administered online survey. The results show that among the respondents (n=78), a majority of graduated students (62,8%) access to labor market and that their integration is generally smooth (75,5%), with little assistance requested for job placement (9,6%). Good quality jobs are obtained and relevant to the initial training (75,5%). Results suggest that internships contribute to a smoother integration. They suggest also that the accommodation need for students with disabilities during their academic training would be rather due to the constraints applying to teaching and assessment modes. The absence of such constraints in employment would allow these same students to perform without, or hardly any, accommodation once in employment.
Keywords:
- integration in employment,
- students with disabilities,
- academic training
Parties annexes
Bibliographie
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