CAIRN-INT.INFO : International Edition

The passage to adulthood of young people with special educational needs proves particularly difficult, the conditions for their progress from secondary school to higher education and employment being so exceptional. This article considers the types of affiliation they have experienced on leaving upper secondary school, with particular respect to their school careers combined with the support strategies developed during their upper sixth form year and the transition procedures decided. It thus shows the mechanisms at work in the process of producing disablement as well as those that govern the inequality between these young people and the population as a whole.

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