What works in the provision of higher, further and continuing education,
training and rehabilitation for adults with disabilities? Carmel Duggan and
Michael Byrne
Abstract
This literature review set out to explore existing evidence of ‘what works’ in higher, further, continuing
education, vocational training and rehabilitation provision for adults with disabilities and to present
evidence of effective practice that may contribute to the development of policy in Ireland in relation to
the education, training and rehabilitation of people with disabilities. The review examined literature on
measures to facilitate adults with disability to access, participate in and progress from higher
education, further education, adult and continuing education, vocational training and vocational
rehabilitation. The jurisdictions examined comprised Australia, New Zealand, the UK, USA and
Canada. Some imbalances in the literature were identified: the bulk of the material in peer reviewed
journals relates to specific interventions within higher education whereas literature on vocational
training is more likely to take the form of composite international reports. Literature on adult
education provision for adults with disabilities was particularly scarce. While some methodological
issues within the literature impedes emphatic conclusions regarding ‘what works’ some examples of
effective interventions were identified and a number of case studies were also developed based on
practice in countries examined. The implications for the development of policy and practice in Ireland
are also considered.
We found more literature on higher and further education than on adult education, vocational training
or rehabilitation. There is also far more literature on measures to support access and participation
rather than progression.
Generic Findings
We identified the following generic features of effective provision were identified and could be
replicated in all setting at all stages of the student journey.
 Informed by an understanding of the terms inclusive education or inclusive training.
 Clear targets and objectives set
 Barriers to access, participation and progression identified and removed
 Client-centred approach within an overall inclusive context.
 Empowering the disabled individual through self-determination and self advocacy.
 Provision of high quality guidance
The review also found that legislation alone is insufficient to ensure that services are adequately
provided to adults with disabilities, or in some cases, provided at all. Staff training is hugely important
within the overall provision of services including training in appropriate pedagogies or universal design
and training in legislative requirements.
Findings in relation to access
Literature on access included material on transition programmes, outreach strategies, modified entry
criteria, targeted provision for adults with intellectual disability, measures to promote participation in
vocational training and routes to vocational rehabilitation. Effective measures identified are:
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Well-resourced transition programmes, based on student participation, good information and
professional involvement are effective in helping young students enter higher and further
education
Training in self-determination for students with disabilities is an important element of transition
programmes.
Outreach web-based measures can be effective in providing information and facilitating the
application process.
Disability organisations can play in supporting adults with disabilities to access vocational
training.
Findings in relation to Participation
The literature on measures to support participation included material targeted at individuals such as
disability support services as well as measures at institutional level such as universal design and staff
training. The review identified the following as effective:
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Individually focused measures which incorporate personal choice and good information were
shown to be effective.
Training in self-advocacy is an important element and programmes providing training in this
were generally considered to be effective in supporting participation in higher and further
education.
Universal Design in Learning and the use of ICTs have a positive impact on participation.
There is a need to ensure an appropriate balance between such measures and those
targeted at individuals.
It is important to identify and remove all barriers to participation in vocational training including
the negative attitudes of tutors, fellow students, administrative barriers etc,
In vocational rehabilitation, the literature suggests that a case management approach,
incorporating ‘consumer choice’ is a contributing factor to the success of this model.
Findings relating to Progression
The literature on measures to support progression focused on interventions which seek to ensure
positive outcomes such as a move to employment or to more education and training.
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In higher and further education effective interventions include building direct links between the
educational course and the world of work and ensuring that students develop self-efficacy in
relation to their careers.
In vocational training, employment trial models, disability employment services and
embedding progression supports within the training programme were all noted.
In vocational rehabilitation job placement is central to the effectiveness of this model and
there is some evidence that job placement services are particularly important.
Participation
Access
A summary of effective interventions is provided in the following Table.
Stage Sector
Intervention
Key Factors associated with
success
Higher and Further
education
Transition services
Young person & family
involved
Self –determination training
Good information
Transition specialist
Higher and Further
education
Differentiated
application process
Outreach
Good information
Simplified application
process
Adult & Continuing
Education
Inclusive education in
university settings
Adult pedagogy
Mentors
Vocational
Training
Inclusive
apprenticeship training
Outreach to participants
Role for disability
organisations
Direct approach to
employers
Higher education
Self-determination
Mentoring
Skills to self-direct
Higher education
UD in Learning
Teacher training
Higher education
Auditing of courses and
curricula
Staff involvement in auditing
Focus on practical issues
Progression
Vocational training
Inclusive
apprenticeship training
Removal of barriers
Ongoing support
Higher education
& Vocational
training
Progression supports
embedded in training /
education programme
Direct link to employers
Vocational guidance
Practical support with
Job matching
interview preparation etc
Vocational training
Disability employment
services
Dedicated services
Advocacy on behalf of
candidate
Direct link to employers
Vocational
rehabilitation
Case managed, client
centered approach
Adequate funding
Career guidance
Job planning
Implications for Irish policy development
The further education and training sector in Ireland is currently undergoing reform. In that context, the
following issues were identified potentially helping to develop policy in Ireland.
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The establishment of rigorous data gathering and monitoring systems across all service
providers including the new Education and Training Boards. The establishment of the latter
provides an invaluable opportunity to ensure consistency of data across the new structures.
The introduction of mechanisms to disseminate and transfer good practice within sectors and
across sectors and to absorb learning from successful pilots.
The elimination of all administrative barriers to participation in education and training and the
recognition of the costs of participation.
The development and deployment of specialised personnel in relation to supporting all key
stages in the student journey including transition, participation and progression. The potential
for those with disabilities to occupy such roles also warrants consideration.
At institutional level, there is a need to balance system wide measures with measures to
address the needs of individuals.
Consultation with people with disabilities can play a role in ensuring that measures are being
delivered in line with legislation and regulations, that unmet needs or gaps are identified and
that measures are achieving their objectives.
A note on methodology
The literature review was based on a wide-range of material including books, reports and journal
articles, mostly published between 2000 and 2012. Most of the maerial related to Ireland, the USA,
the UK, New Zealand, Canada and Australia.
Biographical Note: Dr Carmel Duggan is a sociologist and director of WRC Social and Economic
Consultants. She has extensive experience in carrying out and managing research, evaluation and
consultancy within the broad equality arena.
At local, national and international levels she has
managed or been involved in studies of a wide range of issues pertaining to inequality and strategies
to overcome this. She has researched the contemporary experience of inequality on the labour
market and evaluated strategies to overcome this. She has worked in the in the area of educational
disadvantage and social exclusion and has conducted research and evaluations in relation to the
provision and adequacy of public services to people experiencing and at risk of poverty, including
older people, homeless people, people with disabilities, migrants, lone parents and children.