Disability royal commissioners disagreed over phasing out ‘special schools’ – that leaves segregatio
- 7 months ago
#Disabilityroyal #commissionersdisagreed #phasing
In 32 hearings and nearly 8,000 submissions, people with disabilities shared difficult stories of personal and systemic violence. The commission's final report showed that disabled Australians of all ages continue to face injustices that need to be addressed. As signatories to Convention on Rights of Persons with Disabilities and Convention on Rights of Child, commission concluded that children and young people have right to inclusive education. But commissioners accepted divided recommendations that would ensure educational discrimination against young people in Australia will continue for at least a generation and possibly longer. Disability Royal Commission's recommendations could improve some of the worst living conditions – but that's just the beginning Division by distinction Many disability advocacy organizations hoped the commission's report would call for an end to discrimination in education, housing and employment for people with disabilities. However, final report revealed that the commission members were divided on issue. Commissioners Barbara Bennett, Rhonda Galbally and Alastair McEwin believe that "deliberate and systematic separation of people on the basis of disability constitutes discrimination". The remaining commissioners disagreed. Two opposing educational proposals emerged from this division. One aims to phase out “special” or segregated education by 2051. Commissioners Galbally and McEwin, who are disabled commissioners and have close ties to the disability community, support this approach, along with Bennett. This proposal is still subject to criticism. Western Australian senator Jordan Steele-John argues the 30-year phase-out process is too long. This, he says, will mean that disabled children starting school today will likely be separated from their peers throughout their school lives. Organizations such as the Australian Coalition for Inclusive Education have set out roadmaps towards this goal over the decade. The alternative proposal, proposed by commissioners Andrea Mason and John Ryan, aims to maintain private schools but locate them close to mainstream schools whenever possible. This can create partnerships so that students can participate in activities together. Critics of this approach say it does not suggest a time when separate education could end. Bringing mainstream and special schools together will not necessarily ensure inclusivity. Recommending planning with partial participation can send the message to students and teachers that not everyone belongs in all learning areas. The recommendations did not mention the private education sector, only the possibility of future inclusion in public schools. Why is inclusive education important? Education is not just about academic results and future employment. It is about creating the Australian communities, society and citizens of tomorrow. However, they do not have an idea about the importance of inclusive e
In 32 hearings and nearly 8,000 submissions, people with disabilities shared difficult stories of personal and systemic violence. The commission's final report showed that disabled Australians of all ages continue to face injustices that need to be addressed. As signatories to Convention on Rights of Persons with Disabilities and Convention on Rights of Child, commission concluded that children and young people have right to inclusive education. But commissioners accepted divided recommendations that would ensure educational discrimination against young people in Australia will continue for at least a generation and possibly longer. Disability Royal Commission's recommendations could improve some of the worst living conditions – but that's just the beginning Division by distinction Many disability advocacy organizations hoped the commission's report would call for an end to discrimination in education, housing and employment for people with disabilities. However, final report revealed that the commission members were divided on issue. Commissioners Barbara Bennett, Rhonda Galbally and Alastair McEwin believe that "deliberate and systematic separation of people on the basis of disability constitutes discrimination". The remaining commissioners disagreed. Two opposing educational proposals emerged from this division. One aims to phase out “special” or segregated education by 2051. Commissioners Galbally and McEwin, who are disabled commissioners and have close ties to the disability community, support this approach, along with Bennett. This proposal is still subject to criticism. Western Australian senator Jordan Steele-John argues the 30-year phase-out process is too long. This, he says, will mean that disabled children starting school today will likely be separated from their peers throughout their school lives. Organizations such as the Australian Coalition for Inclusive Education have set out roadmaps towards this goal over the decade. The alternative proposal, proposed by commissioners Andrea Mason and John Ryan, aims to maintain private schools but locate them close to mainstream schools whenever possible. This can create partnerships so that students can participate in activities together. Critics of this approach say it does not suggest a time when separate education could end. Bringing mainstream and special schools together will not necessarily ensure inclusivity. Recommending planning with partial participation can send the message to students and teachers that not everyone belongs in all learning areas. The recommendations did not mention the private education sector, only the possibility of future inclusion in public schools. Why is inclusive education important? Education is not just about academic results and future employment. It is about creating the Australian communities, society and citizens of tomorrow. However, they do not have an idea about the importance of inclusive e