Statistics Canada could help provinces and territories design and implement interventions to improve schooling quality, and governments should better engage with the public.
Making Victorian schools truly inclusive involves addressing the many barriers that prevent full inclusion of children with disability in mainstream schools.
As provinces consider extended holidays, or school closures loom as a possibility under COVID-19, schools should commit to providing in-person schooling for students with disabilities.
Anne Levesque, L’Université d’Ottawa/University of Ottawa
If returning to in-person instruction is truly impossible for public health reasons, policy makers must make large financial expenditures on quality and accessible distance education.
A seven week survey asked questions on the experiences of students with disabilities and their families when schools across Australia had mostly closed, and children learnt remotely.
Jess Whitley, L’Université d’Ottawa/University of Ottawa
Connecting with school staff, community groups, family and friends may look different right now for families of children with disabilities, but some benefits remain.
COVID-19 has left children with disabilities and their families lacking services, at risk for physical and mental health issues, and fearful of discriminatory choices for treating critical illness.
Every school in Australia must be built with the varying needs of students with disabilities in mind. This is a worthy goal but achieving it is complicated. Looking at some examples can help.
Thousands of Australian students are disengaged from school and leave early. Governments have provided alternative learning options for these students, but are these having unintended consequences?
A survey shows nearly half of students with disabilities are being excluded from school events and activities, while one in ten are being denied enrolment. These reports suggest illegal practices.
Specialists offer a series of tips on how parents of children with autism spectrum disorder can help their children communicate with more people and in different places.
Interviews with students who have a vision impairment show they wish their teachers and friends knew more about them. Here are the four key messages they want to communicate.
Sport and other physical activity is vital to the developing bodies and minds of children; for those with disabilities it can be hard to access and is yet even more important.
Other states have had recent smaller inquiries, but the NSW inquiry into the education of children with a disability was across all systems, and could lead best practice nationally.
Standardised tests restrict how well students with disability can do, which reinforces the idea that there are things they can’t do that children without disability can.
Senior Lecturer, Faculty of Architecture, Building & Planning, Universitry of Melbourne. Co-Director Learning Environments Applied Research Network., The University of Melbourne