Move students from programs to supported separated “Special Education” mainstream education with reasonable accommodations from early childhood to tertiary levels Children and young adults with disability are faced with limited employment prospects not only due to attitudinal, systemic and environmental barriers but also because their access to education has been institutionally denied. According to the ABS Survey of Disability, Ageing and Carers in 2009, for people with disability aged 15-64 years seeking work, 13% said that a lack of the necessary skills or education was a barrier to finding work. A positive obligation to make reasonable accommodation in educational settings will help ameliorate skill and qualification disparities between persons with disabilities and the general population. To access the workforce, Australians with disabilities must also have access to education on an equal basis with others. The UNCRPD Committee recommended Australia make attempts to transition students with disability from Special Education programs into supported mainstream education as separation promotes attitudes and social segregation of students with disabilities and also an acceptance of lower quality education. Towards this end, we recommend the provision of reasonable accommodation in education from early childhood to tertiary levels of the quality necessary to increase participation and completion rates by students with disabilities which are tailored to meet their individual needs and the support early intervention supports in educational settings. Greater support for Australians with disability to make transition: from high school to tertiary education or training; from university to the workplace; from a leave of absence back to work. Transitioning from school to university or training or work is a difficult period for persons with disability who may need accommodations in their studies and special career guidance where their disability could affect their career prospects. More research
Move students from separated “Special Education” programs to supported mainstream education with reasonable accommodations from early childhood to tertiary levels Children and young adults with disability are faced with limited employment prospects not only due to attitudinal, systemic and environmental barriers but also because their access to education has been institutionally denied. According to the ABS Survey of Disability, Ageing and Carers in 2009, for people with disability aged 15-64 years seeking work, 13% said that a lack of the necessary skills or education was a barrier to finding work. A positive obligation to make reasonable accommodation in educational settings will help ameliorate skill and qualification disparities between persons with disabilities and the general population. To access the workforce, Australians with disabilities must also have access to education on an equal basis with others. The UNCRPD Committee recommended Australia make attempts to transition students with disability from Special Education programs into supported mainstream education as separation promotes attitudes and social segregation of students with disabilities and also an acceptance of lower quality education. Towards this end, we recommend the provision of reasonable accommodation in education from early childhood to tertiary levels of the quality necessary to increase participation and completion rates by students with disabilities which are tailored to meet their individual needs and the support early intervention supports in educational settings. Greater support for Australians with disability to make transition: from high school to tertiary education or training; from university to the workplace; from a leave of absence back to work. Transitioning from school to university or training or work is a difficult period for persons with disability who may need accommodations in their studies and special career guidance where their disability could affect their career prospects. More research