Chapter 2 – Types of Underrepresented Learners in VET

The OECD offers a tripartite categorisation for learners with a potential for exclusion based on perceived causes of difficulty in achieving a functional learning capacity:

• “Disabilities”: disabilities or impairments related to sensory, motor, or neurological problems based on standard medical criteria
• “Difficulties”: problems arising in the interaction between the student and the educational context, such as behavioural or emotional disorders, or specific difficulties in learning
• “Disadvantages”: disadvantages related to socio-economic, cultural, and/or linguistic factors (OECD, 2008).

Within each of these categories, different types of underrepresented learners can be identified. Most learners with disabilities are often grouped within the category of Special Educational Needs (SEN). This usually includes:

There are however other underrepresented groups who are not covered by the SEN categorisation:

Now, it is important you remember that:

• the definition of “underrepresented learners” is context-dependent and varies by country, institution, and field of study;
• the list of underrepresented groups is not exhaustive and can differ based on classification systems;
• each group and individual faces unique challenges and needs that may not align with these general descriptions;
• individuals may belong to multiple groups simultaneously, experiencing intersectionality and multiple forms of exclusion;
• the distinction between “mainstream” and “underrepresented” learners can be blurred, as individuals may exhibit characteristics of both;
• a learner’s status as “mainstream,” “vulnerable,” or “underrepresented” can change over time and due to personal circumstances (KIC and OIC, 2023).