Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697631698330.pdf (Australia)
Our expectations of individuals with intellectual disability are low.

Low expectation engenders poor outcomes.

The Problem Currently the options for young adults with intellectual disability leaving school are fragmented, discriminatory and the onus is really on parents to access community based services which are generally resulting in economic productivity and social inclusion for very few of these young adults.
These community based services rarely offer ongoing education, particularly in the areas of literacy and numeracy.

Whilst the services may offer life skill development, often in an adhoc manner, optimising academic achievement in these young adults leads to greater employment, social and economic outcomes for them.

The current system in many cases is failing to work towards goals of employment, social and community participation.

This in turn creates long term economic, social and community challenges.
These low expectations are being borne out in poor outcomes for this group.

Why change now?

There is an opportunity to lead the way both nationally and on an international platform and be an exemplar in disability education policy.

Australia lags behind other economically comparable nations such as the UK and USA in this area.

The NDIS is in its infancy.

Now is the time to ensure ongoing education forms part of the make up of the NDIS.
Australia as a nation supports policy change around disability services.

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 149 How do we change?
We have studied and collated preliminary information regarding both our current system in Queensland, other systems in Australia and policy in the UK and USA which currently produce far superior outcomes to those measured in Australia.

We propose that we trial a program using a model similar to/or ASDAN which is utilised in the UK.

This program entails streaming of young adults to work and life based programs and ongoing education depending on ability.
It is currently utilised by some special schools and some post school providers in Australia but there is no continuity between the two providers so it is not meaningfully and economically translating to smooth transition for these young adults.

Ideally this transition process would begin in the senior school years of special schools, be off school campus and continue in continue in post school years for a period depending on ability.
The basic premise is that potential employers and community organisations have transparent and reproducible information regarding ability and skills.

It should encompass all these young adults and provide each and every one with the opportunity to continue learning and developing skills and reach their full potential.

This is an option that is assumed for all Australians without disability but is currently not available in a similar format for those with intellectual disability.
The process needs to be adopted through communication between school and post school providers to deliver outcomes for these young adults, which in turn improve quality of life through community and social participation and in many cases meaningful employment.
These young adults not only benefit from ongoing education, but really require this, as the vey nature of their disability means that many learning opportunities in their early educational years are not optimised due to illness and developmental delay.
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 149 The advantages to a renewed approach to this problem are clear, socially and economically, individually and collectively both for this group of young adults and our nation in general.

I’d be happy to participate further in discussions regarding this vitally important problem and proposed alternatives.
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 149