Happy International Day of Persons with Disabilities!
This morning I spoke with an educational consultant/advocate about my concerns re Ben's high-school placement.
He gave me hope that it was worth fighting for a setting that meets Ben's needs. If we're told, as we have been so many times before, "there are no options," then the law says that the board has to "create" something. I have a team meeting at the school on Monday and will be asking them to reconvene the IPRC.
There is some good news. Children with intellectual disabilities in high-inclusion school settings report excellent or very good health (78 per cent compared to 49 per cent in low-inclusion settings). In high-inclusion placements, children with intellectual disabilities report doing 'very well' or 'well at interacting with peers (56% compared to 38 per cent in low-inclusion settings). And some provinces have colleges and universities offering fully inclusive education (Alberta has 17 such facilities).
On the down side, only 33 per cent of children with intellectual disabilities are in high-inclusion school settings. Children with an intellectual disability are four times more likely than other children with disabilities to be attending special-education schools. Forty-one per cent of children with intellectual disabilities felt threatened at school or on the bus, and more than a third were assaulted at school or on the bus. More than half of young adults aged 20-29 years with intellectual disabilities are neither working nor attending school, compared with 12 per cent of those without a disability. And finally, young adults with intellectual disabilities are five times more likely than those without disabilities to have no formal education certificate.
The CACL's vision: All people with intellectual disabilities are fully included with their peers in regular education, with appropriate supports from early childhood through to post-secondary and adult life-long learning.