Although more people with a disability are studying in VET, there are still barriers that affect participation rates. Barnett (2004) suggests that a lack of access to suitable user-friendly information about training options and poor career guidance make it difficult to make informed choices about VET during periods of transition (e.g. when leaving school, moving from welfare to work, after rehabilitation or when moving from one job to another after acquiring a disability).

In her report on deaf students in VET, Clark (2007) claims that the available information is difficult for deaf people to use effectively due to the communication barriers. Also, they may not have the same levels of career knowledge as other students because they may not have worked part-time while at school. The research found that it would be useful to develop career guidance materials specifically aimed at deaf students.

Students’ understanding of available training and employment pathways is influenced by the attitudes of those providing advice (often parents, peers, teachers etc.). These people may have preconceived ideas about the options available to, and suitable for people with a disability. This may affect VET participation for this group. Evidence for this is provided by Clark (2007), who suggests that there is a general perception in the community and among career professionals that people with hearing loss are unable to pursue a range of employment opportunities.