Establishing, Pursuing, and Renegotiating Career Goals at the Post-School Transition Among Young Women with Learning-Related Disabilities
DOI :
https://doi.org/10.53967/cje-rce.7563Mots-clés :
troubles d’apprentissage, transition postscolaire, transition postsecondaire, éducation, genreRésumé
Les jeunes femmes présentant des troubles liés à l’apprentissage (TLA) font face à d’importants obstacles éducatifs, sociaux et institutionnels lors de la transition postscolaire. Cette étude emploie une analyse thématique pour examiner les parcours éducatifs et professionnels de 12 jeunes femmes québécoises ayant un TLA, rencontrées après 4 et 8 ans suivant la fin du secondaire, dont la majorité ne détient pas de diplôme. Les résultats mettent en évidence l’importance de soutiens scolaires adaptés et d’objectifs professionnels bien définis pour accéder à des occupations satisfaisantes à l’âge adulte. Ils soulignent également les limites des parcours scolaires généralisés sans but précis et le potentiel des programmes de formation professionnelle comme alternative viable pour celles pour qui les contextes éducatifs traditionnels posent des défis.
Statistiques
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