Press Release
Has anyone asked young disabled people what they want from education?
The experiences of disabled children in the education system should figure more highly in debates on proposed reforms, Disability Rights Commission (DRC) said today.
In the aftermath of Baroness Warnock's report into education policies aimed at promoting inclusion of disabled children in mainstream schools, the DRC called for a grounded debate based on up to date data on the real experiences of disabled children.
Research on disabled children's experiences of education commissioned by the DRC found that;
- One fifth said that they had been discouraged from taking GCSE's
- A quarter of disabled children said they were discriminated against at school
- 34% of disabled students said that they did not get the support they needed from teachers and other staff
- 41% said they felt isolated or left out at school
Speaking on the research and the need for a grounded debate the Commission said:
'The voices of disabled children and young people who have been in and are going through our education system are rarely heard in this debate. Isn't it time we listened and had a debate which responds to what they tell us they want? Young disabled people want the same opportunities as their peers to achieve, to make independent choices about their lives and to take part in all aspects of life.'
Commenting on the call by Baroness Warnock for a review of inclusion policies the DRC went on:
'We have been having the same debate about special and mainstream schools since the 70's.. For many young disabled people, this is not the issue. Instead it is low expectations and poor opportunities in school, whether in a special or mainstream setting, which have stymied educational achievement. 24% of disabled people aged 16-24 have no qualifications compared to 13% of non-disabled people of the same age leading to a legacy of exclusion throughout their lifetime. As early as16 years of age, disabled young people are twice as likely to be out of work, education or training as their non-disabled peers (15% compared to 7%).
'Whilst the wider policy agenda on education and skills has set clear and ambitious targets to marry the interests of learners with those of employers and higher education, this has frequently and sometimes actively omitted opportunities for disabled people.
'Disabled people have been left with a legacy of an education system that was designed when disabled people were not expected to participate in education, move on to fulfilling careers or require the tools to participate equally in society. Instead, the current bolt on policies and practices that are used to 'include' disabled young people in education send a clear message: that they do not fully belong. What is needed now is action to ensure disabled students get the individual and specialist support they need, whichever school they are in..
'Tragically, young disabled people are more than aware of this fact. DRC research finds that a third of them expect to earn less than their peers by the time they are 30. Their rightful aspirations are being suppressed by a system that lacks the necessary encouragement and flexibility'.
Citing the recent Prime Ministers Strategy Unit report Life Chances of Disabled People the DRC said:
'The report correctly concluded that "The rhetoric of mainstreaming needs to be followed up by specific action to include disabled children". The time is now well over due to build an education system that can fully include disabled children. But it will be a waste of time if the debate is not configured on the right terms. We need to involve disabled young people, their parents, teachers and the wider community in addressing the fundamental questions of how we can develop an education system that means that disabled young people can learn in an environment where they have control over their own lives; can make a valued contribution; can learn the skills they need to play a part in society and get on in life; and look forward to enjoying full membership of society and help shape the world we live in.'
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