The difficult transition from school to work for women with disabilities. A question of democracy

Abstract

Principles of discrimination against women with disabilities can be traced from pre-school to adult life, leading to significant inequalities in access to quality education and in obtaining employment. Drawing on an analysis of data from both national and international contexts, this article reflects on the marginalized condition affecting female students with disabilities through the lens of the Intersectionality Approach. It proposes a reevaluation of school policies and educational practices with an emancipatory perspective. Special emphasis is given to the strategic role of PCTOs (Paths for Transversal Skills and Orientation) in facilitating the transition from school to work and the need to co-construct orientation paths that are sensitive to gender differences and aimed at fostering the development of skills necessary for independent living.