ror.org/04sjchr03
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
- ACSESH. (2015). Rapport annuel Secteur Accueil et soutien aux étudiants en situation de handicap.
- ACSESH. (2017). Les mesures d'accommodements : une responsabilité partagée. Retrieved from https://www.aide.ulaval.ca/wp-content/uploads/2017/04/Guide-CAE-accommodement.pdf
- Adams, K. S., & Proctor, B. E. (2010). Adaptation to College for Students with and without Disabilities: Group Differences and Predictors. Journal of Postsecondary Education and Disability, 22(3), 166-184.
- Allen, M. K., Harris, S., & Butlin, G. (2003). Finding their way: a profile of young Canadian graduates: Statistics Canada Ottawa.
- Fichten, C. S., Jorgensen, S., Havel, A., Barile, M., Ferraro, V., Landry, M.-È., . . . Nguyen, M. N. (2012). What happens after graduation? Outcomes, employment, and recommendations of recent junior/community college graduates with and without disabilities. Disability and Rehabilitation, 34(11), 917-924.
- Frank, K., & Walters, D. (2012). Exploring the alignment between post-secondary education programs and earnings: An examination of 2005 Ontario graduates. The Canadian Journal of Higher Education, 42(3), 93.
- Getzel, E. E., & Wehman, P. (2005). Going to College: Expanding Opportunities for People with Disabilities: ERIC.
- Grigal, M., Hart, D., & Migliore, A. (2011). Comparing transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 0885728811399091.
- Madaus, J. W. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29(1), 19-31.
- Madaus, J. W. (2008). Employment self-disclosure rates and rationales of university graduates with learning disabilities. Journal of Learning Disabilities, 41(4), 291-299.
- MEES. (2016). La relance à l'université - Baccalauréat et maîtrise.
- Migliore, A., Butterworth, J., & Hart, D. (2009). Postsecondary education and employment outcomes for youth with intellectual disabilities. Think College.
- Nolan, C., & Gleeson, C. I. (2016). The transition to employment: the perspectives of students and graduates with disabilities. Scandinavian Journal of Disability Research, 1-15.
- Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & Shaver, D. (2011). The Post-High School Outcomes of Young Adults with Disabilities up to 6 Years after High School: Key Findings from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3004. National Center for Special Education Research.
- SPLA. (2016). Rapport d'activités 2015-2016. Retrieved from https://www.spla.ulaval.ca/Documents/rapport_annuel/Rapport_annuel_2015-2016_WEB.pdf
- StatCan. (2014). Les personnes avec incapacité et l'emploi (75-006-X au catalogue de Statistique Canada).
- StatCan. (2016). CANSIM, tableau 281-0027.
- Uppal, S. (2005). Disability, workplace characteristics and job satisfaction. International Journal of Manpower, 26(4), 336-349.
- Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). Online submission.
- Walters, D. (2004a). A comparison of the labour market outcomes of postsecondary graduates of various levels and fields over a four-cohort period. The Canadian Journal of Sociology, 29(1), 1-27.
- Walters, D. (2004b). The relationship between postsecondary education and skill: Comparing credentialism with human capital theory. Canadian Journal of Higher Education, 34(2), 97-124.
- Wilson‐Kovacs, D., Ryan, M. K., Haslam, S. A., & Rabinovich, A. (2008). ‘Just because you can get a wheelchair in the building doesn't necessarily mean that you can still participate’: barriers to the career advancement of disabled professionals. Disability & Society, 23(7), 705-717.
- Zafft, C., Hart, D., & Zimbrich, K. (2004). College career connection: A study of youth with intellectual disabilities and the impact of postsecondary education. Education and Training in Developmental Disabilities, 45-53.
- Zarifa, D., Walters, D., & Seward, B. (2015). The earnings and employment outcomes of the 2005 cohort of Canadian postsecondary graduates with disabilities. Canadian Review of Sociology/Revue canadienne de sociologie, 52(4), 343-376.