Labour market inclusión for young people with learning difficulties: a challenge for psycho-educational guidance

Abstract

ABSTRACT

In order to promote labour market inclusion for young people with learning difficulties, an analysis is required of the educational and psycho-educational guidance processes taking place in education in general, and in secondary education in particular. As a result of our most recent research, this study presents the various strategies that could be promoted in secondary education from a psycho-educational guidance viewpoint if an inclusive process is to be ensured for students with learning difficulties in their transition to working life, namely: education authority involvement in defining a legal framework that clearly establishes the responsibility of secondary schools in such processes; a model for guiding students in the areas of education and social and labour market inclusion that is integrated within the different areas of the secondary curriculum and is taken into account in the guidance given by teachers; and balancing academic curricula to include components relating to social and self-determination skills. Moreover, Person Centered Planning (PCP) is presented as an innovative approach that offers new perspectives on supporting socioeducational and occupational pathways of people with intellectual disabilities.