Inclusion at university, transition to employment and employability of graduates with disabilities: a systematic review
Open accessAbstract
This systematic review explores what has been studied about graduates with disabilities and their academic university and work experience. In the study, 18 articles were analysed and the voices of a total of 664 graduates with disabilities from different international contexts were considered. The results were organised around the research questions that guided the review: the characteristics of the studies in terms of country, participant profile, methodology, and the topics investigated on graduates and higher education (university inclusion, transition to employment and labour market insertion). This systematic review shows that there are a number of factors that enable graduates to continue and successfully complete their studies and facilitate their integration into the world of work. The conclusions show the important role that universities play in helping graduates to face the barriers they encounter in their academic careers. Furthermore, they claim to guide and prepare graduates with disabilities during their professional experiences.
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Investment in transition support programmes into and out of university can impact retention of, and graduate outcomes for, neurodivergent students.
“Finally, investment in transition support programmes into and out of university can impact retention of, and graduate outcomes for, neurodivergent students (Moriño and Biagiotti, 2022).”
From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Moriño and Biagiotti, 2022
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- Authors
- Moriña, A., & Biagiotti, G.
- Affiliations
- Universidad de Sevilla (ES)
- Corresponding author
- Moriña, Anabel
- Venue
- International Journal of Educational Development
- Publisher
- Elsevier BV
- Published
- 2022-09
- Volume
- 93
- Pages
- 102647
- ISSN
- 0738-0593 (ISSN-L)
- OpenAlex
- W4285585673
- Cited by
- 45
- References
- 50
- Citations by year
- 2026: 11 · 2025: 12 · 2024: 12 · 2023: 10
- FWCI
- 1.64
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- International Journal of Educational Development (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- Deposito de Investigacion Universidad de Sevilla (University of Seville) (submittedVersion, cc-by-nc-nd)
- Funders
- European Commission (PID2020-112761RB-100)
- Ministerio de Ciencia e Innovación (PID2020)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Higher Education and Employability
- Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
- Keywords
- university inclusion, school-to-work transition, employability, labour market integration, higher education, disability, work experience
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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