Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697631594580.pdf (Australia)
Education for Adults with an Intellectual Disability “opens the door to endless possibilities” Submission prepared for: Senate Standing Committees on Education and Employment “Current levels of access and attainment for students with disability in the school system, and the impact on students and families associated with inadequate levels of support” Presented by: Advocates for Educating Adults with an Intellectual Disability afeawid@gmail.com Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 Summary Terms of reference b. students with disability at school and in further education and employment; the social, economic and personal benefits of improving outcomes for Educational learning ceases at the end of Year 12.
Why?

Other young adults can access further education so why are young adults with an intellectual disability excluded from education and the opportunity to improve their own outcome?

Adults with an intellectual disability want to continue learning but do not have the same choices as the wider community, especially in the field of education.

Post-school options do not provide adequate education and support directed to their specific needs.
To access education, students with an intellectual disability are forced to conform to pathways and programs not designed for them.

Genuine choice is limited.

Adults with an intellectual disability CAN learn and continue to learn throughout their life.

With quality education and support, people with an intellectual disability can achieve, contribute and lead a satisfying and meaningful life.
“Education represents an important opportunity to imagine and create an alternative future for all individuals” AFEAWID - Who are we?

Advocates for Educating Adults with an Intellectual Disability is a Gold Coast based group of parents representing adults with an intellectual disability.

We formed in August 2014 following the closure of TAFE Gold Coast foundation skills courses in numeracy and literacy.
AFEAWID advocate for adults with an intellectual disability who want to learn but cannot voice their need for quality education.

Teresa Restall, Christine Salmon, Dawn Richards and Angela Doudle are representatives from AFEAWID.
Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 Current situation At the completion of formal schooling (grade 12), most students with an intellectual disability have failed to achieve basic academic goals.
The post-school pathway is access to disability providers who provide recreation and life-skills programs, not teacher delivered, evidenced based education (ie numeracy and literacy).

TAFE Queensland had a longstanding relationship with adult students with an intellectual disability by providing foundation skills courses in the areas of numeracy and communication.

These courses were delivered by teachers who identified individual student’s needs and provided appropriate resources and instruction.
In 2014 the Queensland government introduced major vocational education and training reforms linking funding to jobs and employment outcomes.

Because of the impact of these reforms, many TAFE Queensland campuses made the commercial decision to cease offering foundation skills courses in numeracy and communication.

On 11 December 2014, TAFE Gold Coast campus closed its door to approximately 42 adult students with an intellectual disability after 26 years of providing education.
These students are still looking for an educational program.

Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 Situation in Queensland Fact Currently there is no Department of Education & Training (DET) pathway that caters to the needs of adults with an intellectual disability who want to improve literacy and numeracy skills.
DET provide a pathway for everyone except people with an intellectual disability.

Fact Disability providers support life-skills learning not quality assured, evidence based education programs.

Fact NDIS does not recognise education costs as a “reasonable and necessary” support.
NDIS will only support the person to access education not financially assist or provide education Fact Foundation Skills courses, Certificate 3 Guarantee courses, SEE courses and Community Work Skills initiatives provide training and skill development with the goal of achieving an employment outcome.

People with an intellectual disability, who currently have no job capacity, are not the intended focus of these programs.
Courses currently offered through the DET pathway are not suitable due to short timeframes and expectations of competency and completion.

Fact Disability support in TAFE’s, University’s, RTO’s are not provided in a way to benefit the learning styles of people with intellectual disability.
(Hearing, visual, sensory, physical, learning disability - yes) Fact Queensland Disability Plan 2014–19 in the introduction states “The vision of the Queensland Government is for people with disability to be enabled to have choices and share the opportunities that are available to all Queenslanders.” Priority 6 states the Queensland Government will “enhance mainstream choices and facilities to enable genuine choice and participation in areas including education, employment, health, justice services and housing.” People with an intellectual disability do not see evidence of this.
https://www.communities.qld.gov.au/resources/reform-renewal/qld-disability-plan.pdf Fact Studies indicate the benefit of education upon health, well-being and justice for people with an intellectual disability.

So AFEAWID asks: How will this inequity be addressed to ensure adults with intellectual disability are not discriminated against in their quest to access quality education to improve their lives?
Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 What is intellectual disability?

Intellectual disability is a life-long impairment characterized by significant limitations in both intellectual functioning and in adaptive behavior that covers everyday social and practical skills.
Intellectual Functioning (also called intelligence) - refers to general mental capacity, such as learning, reasoning, problem solving, etc.

One way to measure intellectual functioning is an IQ test.

Generally, an IQ test score of around 70 indicates a limitation in intellectual functioning.
IQ Score Range 0 – 24 25 – 39 40 - 54 55 - 69 Category Profound Intellectual Disability Severe Intellectual Disability Moderate Intellectual Disability Mild Intellectual Disability 70 – 79 Border Line 80 - 89 Low Average Typical Ability Limited or no ability to communicate, eat, bath, dress and toilet Limited ability to communicate, eat, bath, dress and toilet.

No academic skills Some independance and very basic academic skills Usually independent and can do simple jobs.
Primary school academics May live independently with difficulties.

Can perform simple and repetitive jobs Can complete vocational education and live independently Adaptive Behaviour – a collection of independent living skills that people need to learn to function safely in everyday life.
These are:  Conceptual skills—language, numeracy and literacy, money, time and self-direction  Social skills—interpersonal skills, social responsibility, self-esteem, social problem solving and the ability to follow rules/obey laws  Practical skills—activities of daily living (personal care), use of money, healthcare, travel/transportation, schedules/routines and safety Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 Breaking the cycle of disadvantaged Education can break the cycle of disadvantaged and people with an intellectual disability are more vulnerable than their non-disabled counterparts.
There is a strong perception in the community that people with a disability are generally ‘protected’ from becoming victims of crime and neglect.

However, studies show that due to the nature of intellectual disability and personal life circumstances, people with a disability are extremely vulnerable.
Financial:  45% of people living with a disability are living either near or below the poverty line  48% of Disability Support Pension recipients are living below the poverty line http://www.acoss.org.au/policy/poverty/ Victim of crime:  2.9 times more likely to be assaulted  10.7 times more likely to be sexually assaulted or sexually exploited  12.7 times more likely to be robbed http://communitydoor.org.au/how-to-hear-me/vulnerability-to-criminal-victimisation http://communitydoor.org.au/sites/default/files/how_to_hear_me_plus_covers_web.pdf Social and Community isolation:  People with a profound disability are 9 times less likely to participate in activities outside the home  The Deep and Persistent Disadvantage in Australia report states: - - - 80% of people with a disability have not had a visit from friends or family in the last 3 months > 50% of people with a disability have not had a phone call in the last 3 months.
18% of people with a disability have had no social contact with another human in the last 3 months http://www.acoss.org.au/policy/poverty/ http://www.mindainc.com.au/disability-statistics http://www.abc.net.au/rampup/articles/2013/10/04/3862502.htm Health:  In Northern Sydney, 42% of medical conditions went undiagnosed in people with intellectual disability and half of the diagnosed conditions were inadequately managed.
 3 times more likely to be obese  7 times more likely to have dental disease  People with intellectual disability have very high rates of mental disorders but very poor access to appropriate mental health services.
 The life expectancy is lower than the general population (approximately twenty years lower for people with severe disabilities) http://www.nswcid.org.au/health/se-health-pages/resources-and-references.html Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 Why education is so important Education is a fundamental human right and crucial to the overall development of an individual.
It transforms lives, empowers the individual and yields greater choices and opportunities.
For the individual  Greater independence and self-sufficiency  Builds confidence, enhance self-esteem and personal fulfilment  Understand and communicate needs for a secure and stable life  Ability to problem solve and make own decisions  Advocate for oneself and understand laws, rights and responsibilities   Helps to understand the world they live in  Inclusion and community acceptance by being able to participate Improved personal health and well-being.
Reduces the risk of exploitation and abuse For the government and community Less intervention and reliance on government services/resources Increase prospects for future employment    Financial supports decrease with greater independence and self-sustainability  Decrease in health concerns and mental health issues  Contribute to the community by becoming an active member (ie.
look beyond the disability) For the family and carers  Able to celebrate their adult child’s successes and achievements  Positive outlook for the future as their adult child becomes independent and self-sufficient  Enjoy a grown-up relationship with their adult child as opposed to the role of a parent/carer  Reduced levels of stress and concerns for the future welfare of their adult child   More personal time and being able to step back from being a full-time primary carer  Less isolation by staying connected with work and within the community Improved personal and mental health Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 Quality education is needed now - Federal and State Government action Government reforms linking education and training to employment have left adults with an intellectual disability who want to continue education, few viable options.
Both Federal and State Governments must ensure “Education For All” policies and real education opportunities are afforded to adults with an intellectual disability.

Education is available to the greater population so adults with an intellectual disability must not be excluded.

Post-school education is a Federal and State government responsibility, so all levels of government have an obligation to financially fund and oversee the delivery of high quality education to adults with an intellectual disability.
With government support, we believe the Department of Education in each state should co- ordinate, administer and implement the following:  Adopt and support a new educational pathway that takes into consideration the needs of adult students with an intellectual disability.

 Approve, accredit and financially provide evidenced based education for adults with an intellectual disability.

 Provide suitably equipped venues with disability access to conduct education based programs.
Ideally these venues are attached to educational institutions.

 Approve education programs designed for the needs of adults with an intellectual disability.

If the person has the skills to participate and achieve competencies, these courses may lead to access to further training or employment.

 Governing the provision of funds to:  Support the employment of teachers.
Teachers are provided for SEE and Core Skills courses within the training pathway and students with an intellectual disability deserve this too!

 Grants for the provision of venues or use of an existing education site.

 Grants and access to additional support for specialized equipment/assistive technology for students with an intellectual disability.

 Support appropriate staffing ratios to ensure effective and efficient delivery of courses.
 Monitor and oversee all education programs to ensure high quality is delivered and maintained.

 Remove barriers to disability providers (RTOs) applying for scope and pre-qualified supplier status to deliver foundation skills courses as a stand-alone program.

In Queensland, current policy means approval cannot be gained unless an RTO has a suite of vocation qualification under scope and students must be on a pathway to a vocational qualification (eg, certificate I in retail).
 Consultation and participation in the decision making process by all government departments (in Queensland DET, DCCSDS, NDIA) so adults with an intellectual disability have the support and services they need.

 NDIA will be fully implemented by 30 June 2019 and funding for education is not recognised as a “reasonable and necessary” support.

Both Federal and State governments must ensure adults with an intellectual disability who want to learn, can access education and be funded under the NDIS.
 Contact and invite other stakeholders and disability and advocacy groups to ensure equity for all people with an intellectual disability within the education framework.
Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35 Conclusion AFEAWID and adults with an intellectual disability greatly appreciate the opportunity to present this submission to Senate Education and Employment Committees.

People with a disability, regardless of their age or disability, look towards greater access to quality education and support for their future.
Teresa Restall, Christine Salmon, Dawn Richards and Angela Doudle AFEAWID Current levels of access and attainment for students with disability in the school system, and the impact on studentsand families associated with inadequate levels of supportSubmission 35