The National Disability Insurance Scheme, education and funding to support the inclusion of students with disabilities across educational sectors
The National Disability Insurance Scheme, education and funding to support the inclusion of students with disabilities across educational sectors
This chapter examines the National Disability Insurance Scheme (NDIS) and its affordances to educational inclusion in the Australian disability policy setting. It examines the philosophy, intentions, and reported impact of the NDIS for students with disabilities across educational sectors (from early childhood to post-compulsory education), illustrating that although the scheme has made welcome changes to the national framework of disability support, continued fragmentation between the NDIS and mainstream services (such as education) limits its promise for scheme participants. The piece will be of interest to educators, students with disabilities and their families for the critical overview of educational support provided.
Assistive technology, Disability, Disability funding, Early childhood and care, Higher education, Inclusive education, Information Linkages and Capacity Building (ILC) program, National Disability Insurance Scheme (NDIS), Primary school, Secondary school, Vocational education and training
446-452
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
18 November 2022
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Whitburn, Ben
(2022)
The National Disability Insurance Scheme, education and funding to support the inclusion of students with disabilities across educational sectors.
In,
International Encyclopedia of Education: Fourth Edition.
Elsevier, .
(doi:10.1016/B978-0-12-818630-5.12024-X).
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Abstract
This chapter examines the National Disability Insurance Scheme (NDIS) and its affordances to educational inclusion in the Australian disability policy setting. It examines the philosophy, intentions, and reported impact of the NDIS for students with disabilities across educational sectors (from early childhood to post-compulsory education), illustrating that although the scheme has made welcome changes to the national framework of disability support, continued fragmentation between the NDIS and mainstream services (such as education) limits its promise for scheme participants. The piece will be of interest to educators, students with disabilities and their families for the critical overview of educational support provided.
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Published date: 18 November 2022
Keywords:
Assistive technology, Disability, Disability funding, Early childhood and care, Higher education, Inclusive education, Information Linkages and Capacity Building (ILC) program, National Disability Insurance Scheme (NDIS), Primary school, Secondary school, Vocational education and training
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Local EPrints ID: 479545
URI: http://eprints.soton.ac.uk/id/eprint/479545
PURE UUID: afd25937-565a-4cb7-a9d5-a5187c1d1b28
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Date deposited: 26 Jul 2023 16:36
Last modified: 17 Mar 2024 04:13
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Author:
Ben Whitburn
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