Abstract
Most educators will teach children with varying disabilities during their career.
Data obtained from the ABS 2015 Survey of Disability, Ageing and Carers (SDAC) estimates that around 7.4% (or 329,000) of Australian children aged 0-14 had some level of disability and 4.0% had a severe or profound level of disability. The proportion was higher among boys than girls (9.4% compared with 5.4%).
The most common disability type is intellectual, with an estimated 190,000 children (4.3%) affected, followed by sensory/speech impacting 140,000 children (3.2%).
Associate Professor Kathleen Tait from the Macquarie School of Education has dedicated her life to researching educational ways to enhance the quality of life of children with diverse abilities. We chat to Kathleen about techniques teachers should consider when educating children with intellectual disabilities.
Data obtained from the ABS 2015 Survey of Disability, Ageing and Carers (SDAC) estimates that around 7.4% (or 329,000) of Australian children aged 0-14 had some level of disability and 4.0% had a severe or profound level of disability. The proportion was higher among boys than girls (9.4% compared with 5.4%).
The most common disability type is intellectual, with an estimated 190,000 children (4.3%) affected, followed by sensory/speech impacting 140,000 children (3.2%).
Associate Professor Kathleen Tait from the Macquarie School of Education has dedicated her life to researching educational ways to enhance the quality of life of children with diverse abilities. We chat to Kathleen about techniques teachers should consider when educating children with intellectual disabilities.
| Original language | English |
|---|---|
| Specialist publication | Macquarie University News |
| Publisher | Macquarie University |
| Publication status | Published - 2022 |