Access to Educational Opportunities for Children with Learning Disabilities

Abstract

What counts as the heart of access to educational opportunities for children with learning disabilities depends on the context in which the issue is viewed. Globally, there can be little doubt that addressing poverty and international debt would make most difference. On a more local basis, while poverty remains the single most important factor, physical factors, location, attitudes, curriculum and the nature of the individual's disabilities are also important in facilitating or impeding access. These factors do not operate singly, but in complex interaction with each other. An examination of the literature shows a tendency for different aspects of access to be in the limelight at different times, but a great deal of progress has been made towards understanding how access can be facilitated. This paper concludes that the greatest danger lies in oversimplifying the issues and concentrating on some problems to the neglect of others. Further progress can best be achieved through taking seriously the nature and complexity of the barriers to access, especially for children with the most severe disabilities.

Citation

Ware, J. (1998), "Access to Educational Opportunities for Children with Learning Disabilities", Tizard Learning Disability Review, Vol. 3 No. 3, pp. 32-39. https://doi.org/10.1108/13595474199800029