This report presents findings of a 3-year study (1994-1997) of post-compulsory educational opportunities for adolescents and adults with disabilities in 10 European countries (Finland, France, Iceland, Ireland, Italy, the Netherlands, Norway, Spain, Sweden, United Kingdom), Australia, and the Canadian provinces of British Columbia and Quebec. It is part of a larger study of effective educational and support structures in integrated settings. The first part identifies the main trends in sections on: (1) main characteristics of post-compulsory education, (2) the population under consideration, (3) policies and legislation, (4) transition from schooling, (5) funding, (6) provision, (7) curriculum, (8) support services, (9) information technology, (10) teacher training, (11) community involvement, (12) post-education experience, and (13) the future. The second part of the report synthesizes individual country reports under the same 13 categories. The study found that all the countries have some legislation in place to support post-compulsory education and training of people with disabilities, but that there is much variation in the extent to which this legislation protects people's rights and that people with disabilities continue to be under-represented in post-compulsory education and employment. Appended are a list of working group participants and guidance notes for completing the country questionnaires. (DB)