The consulting of executive practitioners in participative cooperation: how professionals view the inclusive transition process of youths with disabilities in Austria

Figures & data

Table 1. Institutionalised measures of transition support (Fasching and Fülöp 2017)

Youth Coaching	Professional counselling to prevent the premature dropout from vocational education and to foster skills and knowledge crucial for employment. After the initial meeting of youth and professional, both develop a long-term plan and the latter mediates the transition of the youth to a firm.
Fit for Vocation	Teaching of basic competences, relevant cultural techniques and social skills, which can be summarised as soft skills in an institutional setting.
Vocational Education Assistance	This measure, only available for youths with a disability, helps the youth receive a vocational education. The professionals mediate with a firm and support the learning of the youth throughout the period of the contract between the youth and the organisation
Workplace Assistance	A measure explicitly for youths with a disability, the aim is to support the individual in their vocational life and with their mandatory tasks of interactions with government agencies. The professional also communicates with the employer.
Job Coaching	Job coaching fosters skills in relation to independent workplace competencies and soft skills. The Job Coach also sensitises and coordinates the wishes and concerns of the target firm.

Table 2. Typologies of the documentary method of the three RTs

Typology 1 Modes of practised cooperation	Typology 2 Knowledge and notions about cooperation	Typology 3 Structures of cooperation
Type 1 (RT 3) Participative cooperation	Type 4 (RT 3) Working habitus of the professionals	Type 3 (RT 3) Voluntariness
Type 1 (RT 1) Cooperation through communication	Type 2 (RT 1) Power	Type 3 (RT 1) Competition
Type 3 (RT 2) Shared language	Type 4 (RT 2) Soft skills	Type 2 (RT 3) Compulsion
Type 4 (RT 1) Participative cooperation of youths and their parents	Type 5 (RT 1) Expectations of youths and parents about the professionals	Type 2 (RT 2) Institutional framework
Type 5 (RT 3) Triangulation of youth-parent- professional	Type 1 (RT 2) Educational and vocational opportunities	Type 5 (RT 2) Function of the professional in the transition

Fasching, H., and Á. E. Fülöp. 2017. “Inklusion Im Übergang Von Der Schule in Den Beruf in Österreich – Rechtliche, Politische Und Institutionelle Rahmenbedingungen.” In Inklusive Übergänge:(inter) Nationale Perspektiven Auf Inklusion Im Übergang Von Der Schule in Weitere Bildung, Ausbildung Oder Beschäftigung, edited by H. Fasching, C. Geppert, and E. Makarova, 67–79. Bad Heilbrunn: Verlag Julius Klinkhardt.

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