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  • 1. Children with disabilities and the educational system - a provincial perspective Archived
    Articles and reports: 81-004-X20070019631
    Description:

    There are large differences across provinces in the extent to which children with special needs due to physical, cognitive or behavioural disabilities attend regular school classes and the extent to which they have access to special education services. There are also large differences in the extent to which parents report that their special-needs children are being encouraged to reach their full potential in school and in their academic achievement relative to all Canadian children. This article draws on data from the 2001 Participation and Activity Limitation Survey (PALS), the 2000 Youth in Transition Survey (YITS) and the 2002 Programme for International Student Assessment (PISA) to document these differences.

    Release date: 2007-05-01
  • 2. Educational services and the disabled child Archived
    Articles and reports: 81-004-X20060059588
    Description:

    Today, disability is viewed more often as a social construct than a medical one. Educational reforms have changed the way in which children with disabilities are integrated into the school system. With data from the 2001 Participation and Activity Limitation Survey, this article looks at the prevalence of children with disabilities, whether they attend regular classes and the kind of conditions for which they need special services. It examines the issues about access to educational services needed : which services are most needed and used, and what barriers may get in the way of obtaining such services.

    Release date: 2007-02-26
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  • 1. Children with disabilities and the educational system - a provincial perspective Archived
    Articles and reports: 81-004-X20070019631
    Description:

    There are large differences across provinces in the extent to which children with special needs due to physical, cognitive or behavioural disabilities attend regular school classes and the extent to which they have access to special education services. There are also large differences in the extent to which parents report that their special-needs children are being encouraged to reach their full potential in school and in their academic achievement relative to all Canadian children. This article draws on data from the 2001 Participation and Activity Limitation Survey (PALS), the 2000 Youth in Transition Survey (YITS) and the 2002 Programme for International Student Assessment (PISA) to document these differences.

    Release date: 2007-05-01
  • 2. Educational services and the disabled child Archived
    Articles and reports: 81-004-X20060059588
    Description:

    Today, disability is viewed more often as a social construct than a medical one. Educational reforms have changed the way in which children with disabilities are integrated into the school system. With data from the 2001 Participation and Activity Limitation Survey, this article looks at the prevalence of children with disabilities, whether they attend regular classes and the kind of conditions for which they need special services. It examines the issues about access to educational services needed : which services are most needed and used, and what barriers may get in the way of obtaining such services.

    Release date: 2007-02-26
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