Educational support

In 2008, Austria ratified the UN Convention on the Rights of Persons with Disabilities, recognising the right to education as essential for every individual to fulfil their potential, dignity, and to participate fully in society (Article 24). This approach is reflected in Austria’s National Action Plan on Disability (I+II), which provides guidance on implementing the Convention across various policy areas, including education. The plan establishes access to mainstream schooling alongside peers as a key principle for preventing exclusion. Austrian school law reflects this, giving parents and guardians the choice between special schooling and inclusive education in mainstream settings (see ‘School education’ below)

While ‘inclusive education’ has traditionally been understood mainly in terms of integrating young people with disabilities or special educational needs into mainstream schools, recent policy debates have called for a broader understanding, including young people facing educational barriers, such as those with limited German skills, those with a migration or refugee background, and those at risk of early school leaving (see also Chapter 4.4. Inclusive programmes for vulnerable young people). 

The Eurydice chapter 11.3 Support measures for learners in early childhood and school education provides further information on educational support and guidance for the social inclusion of young people in Austria.

School education

Inclusive education and special educational needs (SEN)

Austria’s inclusive education framework dates back to the 1993 school reform, which introduced the integration of children with disability in primary schools and was extended to lower secondary education in 1996. Under § 8 of the Compulsory Schooling Act (Schulpflichtgesetz 1985), pupils are recognised as having special educational needs if a long-term physical, cognitive, sensory or psychological impairment prevents them from following regular lessons without additional support. 

Parents or guardians may choose between a special school and inclusive education in a mainstream school. In both settings, pupils are entitled to adapted curricula, individualised teaching and specialist support to help them achieve basic education and progress to vocational training or further education. Since September 2025, new competence-oriented curricula and curriculum supplements have provided additional guidance in areas such as learning, cognition, vision, hearing, motor development, language and socio-emotional development. 

Since the 2017 education reform, regional Education Directorates have coordinated inclusive and special education through specialist units for Inclusion, Diversity and Special Needs Education (Fachbereich für Inklusion, Diversität und Sonderpädagogik, FIDS). These units coordinate support measures and additional teaching resources, helping to promote more consistent provision across schools and regions. 

Vocational Preparation Year (Berufsvorbereitungsjahr)

The Vocational Preparation Year is a one-year, school-based programme, usually completed in the ninth year of schooling. It is available in special schools and inclusive classes at polytechnic schools for pupils with special educational needs. It prepares young people for vocational training or employment by combining career guidance, practical work experience and the development of basic academic, personal, social and occupational skills. It helps participants identify suitable career options, strengthen their readiness for workplace demands and plan their transition from school to further training or employment. 

Support for pupils with disabilities in federal educational institutions

The Federal Ministry of Education provides additional support for pupils with disabilities attending federal public schools. Eligibility, application procedures and implementation are regulated by the Decree on Support Services for Pupils with Disabilities in Federal Education Intuitions of 17 September 2013 (Erlass betreffend Unterstützungsleistungen für Schülerinnen und Schüler mit einer Behinderung in Bildungseinrichtungen des Bundes). Depending on individuals needs, support may include personal assistance, autism-specific assistance or interpreting services for deaf and hard-of-hearing pupils. It may also cover participation in school trips and other educational activities, including necessary travel, accommodation and participation costs. 

German language support (Deutschförderklassen)

Since the 2018/19 school year, pupils without sufficient German skills to follow regular lessons have received targeted support in the form of German support classes or courses. Placement is based on the nationwide MIKA-D language assessment and reviewed each semester. Depending on the progress, pupils may transition to regular classes with continued language support or acquire regular pupil status. 

These measures aim to strengthen German as the language of instruction, support integration into school life, and reduce educational disadvantage. From the 2026/27 school year onwards, schools are able to introduce their own language support models, based on national quality criteria. Additionally, from 2026, summer schools are compulsory for pupils attending German support classes, to encourage their regular participation in mainstream classes. The programme is delivered by teachers and student teachers, supported by peer buddies. 

Individual learning support (Individuelle Lernbegleitung, ILB)

Since the 2023/24 school year, individual learning support has been available from year 10 in intermediate and higher secondary schools. It is intended for pupils whose overall learning situation could be improved, particularly when difficulties are identified through the early warning system.  

Unlike subject-specific remedial teaching, the measure provides temporary, goal-oriented support with learning strategies, study planning, examination preparation and meeting curriculum requirements. By responding to pupils’ individual education, personal and social circumstances, it helps reduce disadvantage, strengthen participation in regular education and prevent grade repetition or early school leaving. 

Progress is reviewed regularly, and teachers, parents or other support persons may be involved where necessary. Support is provided by teachers who have completed specialised training at a university college of teacher education. 

Higher education support measures (Universities)

Austria’s approach to social inclusion in higher education is based on the 2017 National Strategy on the Social Dimension of Higher Education. The strategy aims to widen access, reduce dropout, improve academic success and create supportive framework conditions, including through the strategic use of higher education policy guidance. It identifies several groups facing particular barriers, such as students with disabilities or chronic illnesses, students with care responsibilities, first-generation and migrant-background students, employed students, second-chance learners, students in financial hardship, and asylum seekers or refugees. Following an evaluation in 2025, which found the strategy was valued but not yet fully implemented, Austria is relaunching the strategy to further strengthen social inclusion and its institutional anchoring in higher education (2. Relaunch der Nationalen Strategie zur sozialen Dimension in der Hochschulbildung). 

Building on these strategic priorities, support measures in higher education are organised through a combination of legal entitlements, institutional services and targeted funding. Students with disabilities or chronic illnesses are entitled to accessible study conditions, alternative examination formats (abweichende Prüfungsmethoden), tuition fee exemptions and extended study grants periods. Financial assistance includes increased study grants, hardship support and aid from the Social Fund of the Austrian National Union of Students (Sozialfonds ÖH), as well as subsidies from the Social Ministry Service for disability-related expenses such as technical study aids. University disability offices (Uniability) provide advice on studying, accessibility, and available support, as well as opportunities for peer exchange and representation. Uniability also represents the interests of disabled students at a national level. Many universities provide assistive technologies and accessible workstations, particularly for blind and visually impaired students. Erasmus+ participants with disabilities or exceptional support needs may receive additional funding to cover mobility costs related to their disability. 

Students with care responsibilities benefit from family-friendly study arrangements, childcare services, study leave options and higher grants for parents. Support for first-generation and migrant-background students mainly focuses on outreach, mentoring, peer support and counselling to ease their transition into higher education and prevent dropout. Employed students and non-traditional entrants are supported through recognition of prior learning (see Youth Wiki chapter 6.4; Eurydice chapter 7.5), flexible study options, and specific grants, such as the Self-Supporting Student Grant. Students in financial distress can access hardship funds and other needs-based support through the Austrian National Union of Students (ÖH). Asylum seekers and refugees are supported through dedicated scholarship, counselling and access initiatives, including the MORE programme and the Liese Prokop scholarships by the Austrian Integration Fund (ÖIF).

Detailed information on support measures for young people and young adults in higher education is available in the Eurydice chapter 11.5 Support measures for learners in higher education.

Inclusive vocational pathways and transition support

Rather than directing young people with disabilities directly into day-structure services, Austria’s policy aims to help them access vocational training and the open labour market wherever possible as addressed in the National Action Plan on Disabilities 2022-2030 (Nationaler Aktionsplan Behinderung 2022-2030). The Education and Training until 18 framework supports this goal by requiring all young people, including those with disabilities and high support needs, to continue their education or training after compulsory schooling until the age of 18. This reduces the risk of poverty and social exclusion. However, gaps remain for those who leave school without being able to access a suitable inclusive pathway. 

Support during the transition from school to training (or employment) is primarily coordinated through the Network for Vocational Assistance (Netzwerk Berufliche Assistenz - NEBA), which brings together Youth Coaching (Jugendcoaching), AusbildungsFit (in German) and Employment Assistance (Berufsausbildungsassistenz). Low-threshold preparatory modules allow for gradual participation and can serve as an alternative to day-structure services. The Training Guarantee until 25 (Ausbildungsgarantie bis 25) offers further qualification-oriented measures for young adults without a recognised, labour-market-relevant vocational qualification.

‘Fit for Work until 25’ ("Arbeitsfähig bis 25, AF25")

Since January 2024, the ‘Fit for Work until 25’ initiative has changed the way this transition support is provided: young people with disabilities can now access training and employment support without undergoing a compulsory incapacity assessment first. Instead, the Youth Coaching programme identifies individual strengths and support needs, developing a personalised plan. Depending on the outcome, a young person may progress to the AusbildungsFit programme (in German), a partial qualification (see section below), or provincial disability support services. Participation is voluntary and movement between systems remain possible. The overall shift is from assessing incapacity to developing training and employment potential. 

Adapted apprenticeship pathways under § 8b of the Vocational Training Act

Where a regular apprenticeship is unachievable, Austria provides two adapted vocational pathways under § 8b of the Vocational Training Act (Berufsausbildungsgesetz, BAG), which have been in place since 2003 and are collectively known as individual vocational training (former integrative vocational training). These pathways are not only intended for young people with disabilities or special educational needs, but also for those without a completed lower secondary education and those unable to find a regular apprenticeship for other reasons. Eligibility is assessed by the Austrian Public Employment Service (AMS) or the Social Ministry Service (Sozialministeriumservice), typically via Youth Coaching. 

• The extended apprenticeship (Lehre in verlängerter Lehrzeit) is suitable for young people who are expected to complete a full apprenticeship but need more time. The standard period can be extended by up to one year (or two in exceptional cases), while retaining all the core features of the dual system, such as full occupational training, vocational school and a final exam. This leads to the same qualification as a regular apprenticeship. Training should preferably take place in a company, and working hours may be reduced for health reasons. 
• The partial qualification (Teilqualifikation) is intended for individuals for who a full qualification is currently unrealistic. Training instead focuses on a defined set of competencies under and individual training contract (typically one to three years), ending with an individual examination and a certificate for the partial qualification achieved, rather than a full apprenticeship qualification. However, it can still serve as a stepping stone, as at least one year is generally credited towards later fully apprenticeship in the same field. 
• Vocational Training Assistance (Berufsausbildungsassistenz), part of the nationwide NEBA network financed by the Social Ministry Service, supports both § 8b pathways throughout. This service helps prepare contracts, sets realistic training goals, liaises between participants, employers, and vocational schools, addresses social, psychological, and organisational difficulties, arranges learning support or job coaching, and organises the final examination for partial qualifications – all of which are aimed at reducing the risk of dropping out. Movement between the two pathways, or to and from a regular apprenticeship, remains possible based on an individual assessment. 

Additional support includes apprenticeship coaching and financial support for companies employing disabled apprentices, while the provinces also fund vocational participation and disability support services for individuals with substantially reduced working capacity. 

Further details on measures to promote the social inclusion of young people through education and training can be found in other chapters of the Youth Wiki, particularly 4.4 on inclusive programmes for young people, 3.4 on career guidance, 3.5 on apprenticeships, 3.6 on labour-market integration, and 6.3 on preventing early leaving from education and training. 

Non-formal education programmes

Non-formal education can provide flexible and accessible learning opportunities for people with disabilities. Curricula, learning formats and certification procedures can be adapted more easily to participants’ individual needs than in formal education. However, clearer standards are still needed to ensure the transparency, recognition and transferability of these qualifications, particularly for access to further education and employment. 

Austria’s National Action Plan on Disability calls for greater consideration of accessibility when public funding is awarded and for the further development of the National Qualifications Framework for qualifications acquired outside formal education. This includes establishing appropriate structures with the involvement of organisations representing people with disabilities and assigning relevant non-formal qualifications to the framework. 

Youth organisations, including the Austrian National Youth Council, the umbrella organisation for open youth work (bOJA) and the Austrian Youth Information Centres (BÖJI), offer a wide range of participation and learning projects. Many non-formal education programmes also aim to include young people from disadvantaged or marginalised groups (see Chapter 4.7 Youth work to foster social inclusion).

Social cohesion and equal opportunities

School education

Gender equality and gender competence in schools

Gender equality has been embedded in Austrian education policy as a cross-curricular teaching principle since 1995. Originally introduced as ‘Education for Equality between Women and Men’ it was updated in 2018 through the ‘Decree on Reflective Gender Pedagogy and Equality’ (Grundsatzerlass: Reflexive Geschlechterpädagogik und Gleichstellung). This principle requires schools to integrate gender equality into teaching, social relationships, and school development, rather than treating it as a separate subject. 

The aim is to challenge gender stereotypes, unequal power relations and discrimination, and to enable pupils to develop their abilities, educational aspirations and career choices independently of gender-based expectations. The principle also promotes respectful engagement with diverse perspectives, action against sexism and homophobia, and equal access to educational opportunities and school activities. 

Implementation is the responsibility of the whole school, involving school leadership and teaching staff. The Ministry of Education supports schools by providing curriculum guidance, teaching materials, competence frameworks, and access to the IMST Gender_Diversity Network(IMST Gender_Diversitäten Netzwerk). Initiatives such as Girls’ Day (in German) and Boys’ Day (in German) encourage young people to consider educational and occupational pathways that transcend traditional gender roles.  

Anti-discrimination and mutual understanding 

Political and human rights education plays a central role in anti-discrimination initiatives in Austrian schools. As a mandatory cross-curricular teaching principle (Unterrichtsprinzip Politische Bildung, Grundsatzerlass 2015), it is integrated across all school types and levels and aims to strengthen pupils’ understanding of democracy, human rights, social inequalities and unequal power relations (see Chapter 5.7 “Learning to participate” through formal, non-formal and informal learning).

Implementation is supported by Zentrum polis (Zentrum polis – Politik Lernen in der Schule), on behalf of the Ministry of Education, which provides teaching materials, teacher training and organises the annual Political Education Action Days (Aktionstage Politische Bildung). Further initiatives include Holocaust and anti-Semitism education through ‘ERINNERN:AT’ (in German) and European and global citizenship education through ‘EUropa in der Schule’. 

Promoting diversity and social cohesion through youth work and non-formal learning

Open and mobile youth work provides accessible support for young people, regardless of their social, economic or cultural background. The national umbrella organisation bOJA – National Network for Open Youth Work (bOJA – bundesweites Netzwerk Offene Jugendarbeit) promotes common quality standards and provides guidance and professional training in areas such as gender-reflective youth work, anti-discrimination, chid protection and digital participation. bOJA also participates in the Austrian National No Hate Speech Committee (in German), thereby strengthening awareness, reporting and referral structures within youth work. Participation in international programmes such as Erasmus+ Youth further supports dialogue and mutual understanding among young people from different backgrounds. 

Youth advocacy for inclusion and anti-discrimination 

The Austrian National Youth Council (BJV) promotes social cohesion and equal opportunities by advocating policies, running campaigns and providing practical support for youth organisations. Its work covers gender equality, racism, multiple discrimination, political education and inclusive education. The ‘Good Education for All’ campaign (“Gute Bildung für alle”) calls for more equitable access to education, stronger individual support, and the systematic integration of anti-discrimination measures into teacher training, curricula, and teaching materials. 

The Council also develops tools to help youth organisations remove barriers to participation and create more inclusive structures. These tools cover gender mainstreaming, accessibility, representation, childcare, harassment prevention, and sexual and gender diversity. The planned ‘InclusivAktiv toolbox’ (“Toolbox für inclusive Jugendarbeit”) will provide further practical guidance and training for inclusive youth work.