53.4% Labour force participation rate of people with disability 83.2% Labour force participation rate of people without disability 10% Unemployment rate of people with disability 5.3% Unemployment rate of people without disability 45% Rate of people with disability in Australia who live in or near poverty KEY BARRIERS Systemic culture of low expectations Even though there have been significant advances in recognising and affording people with disability rights and equal opportunities, ableist attitudes are still entrenched in the Australian community and very much shape the typical school education experiences of students with disability. It is common for students with disability to not be afforded the status of a learner. CYDA believes there is in an inherit assumption held by many, often subconsciously, that children with disability have limited or no capacity to learn. Education programs and experiences are then developed on a fundamental basis of low expectations for early education, school and assumed life outcomes for the child concerned. It is currently the sad reality that more often than not, families must fiercely advocate or to enable basic education opportunities to be afforded to their child. ‘fight’ Attitudinal change is therefore imperative. Inadequate resources and funding It needs to be recognised that the difficulty of obtaining adequate funding to support students with disability plays a major role in the prolific incidence of poor education experiences. Funding inadequacies are a major barrier to the provision of essential resources and equipment, individual support, training and access to other professional expertise. These are all essential components in the provision of an adequate and quality education to students with disability. Limited opportunities to enrol or access schools Schools and families must contend with a broad range of discrimination relating to school attendance and access. These include: Some schools only offering conditional enrolment to students with disability with it being contingent on conditions such as families paying extra fees or students being excluded from certain activities; Discriminatory gatekeeping practices where students with disability and families are made to feel so unwelcome or that their child would be such an burden’ ‘inordinate that they are deterred from pursuing enrolment;
53.4% Labour force participation rate of people with disability 83.2% Labour force participation rate of people without disability 10% Unemployment rate of people with disability 5.3% Unemployment rate of people without disability 45% Rate of people with disability in Australia who live in or near poverty KEY BARRIERS Systemic culture of low expectations Even though there have been significant advances in recognising and affording people with disability rights and equal opportunities, ableist attitudes are still entrenched in the Australian community and very much shape the typical school education experiences of students with disability. It is common for students with disability to not be afforded the status of a learner. CYDA believes there is in an inherit assumption held by many, often subconsciously, that children with disability have limited or no capacity to learn. Education programs and experiences are then developed on a fundamental basis of low expectations for early education, school and assumed life outcomes for the child concerned. It is currently the sad reality that more often than not, families must fiercely advocate or ‘fight’ to enable basic education opportunities to be afforded to their child. Attitudinal change is therefore imperative. Inadequate resources and funding It needs to be recognised that the difficulty of obtaining adequate funding to support students with disability plays a major role in the prolific incidence of poor education experiences. Funding inadequacies are a major barrier to the provision of essential resources and equipment, individual support, training and access to other professional expertise. These are all essential components in the provision of an adequate and quality education to students with disability. Limited opportunities to enrol or access schools Schools and families must contend with a broad range of discrimination relating to school attendance and access. These include: Some schools only offering conditional enrolment to students with disability with it being contingent on conditions such as families paying extra fees or students being excluded from certain activities; Discriminatory gatekeeping practices where students with disability and families are made to feel so unwelcome or that their child would be such an ‘inordinate burden’ that they are deterred from pursuing enrolment;