This paper explores the experiences of a small group of families in Australia in relation to recent reform to disability policy by way of the National Disability Insurance Scheme (NDIS). Framed in critical disability perspectives of policy implementation research, the paper focuses on the extent to which the scheme articulates inclusive opportunities for children and young people with disabilities, particularly in relation to facilitating access to education. Interview data that illustrate families’ expectations of the scheme and latter-day experiences, coercions and negotiations highlight the tensions that exist for scheme participants who draw on its provision to support their education. These first- and second-order policy effects indicate a welcome change to disability support in Australia, though the extent to which the scheme can advance inclusion for people with disabilities is uncertain, given the distance rendered between the policy and its participants and other service systems. The paper concludes with a theoretical discussion based on the analysis of how the NDIS is framed to interrelate with scheme participants and education and how it might be reframed for better outcomes.
SOURCE: Ben Whitburn, Julianne Moss & Joanne O’Mara, “The National Disability Insurance Scheme and access to education: progressive or coercive policy discourse?”, International Journal of Inclusive Education, Published online 07 Jul 2017
ACKNOWLEDGEMENT OF COUNTRY
The Brotherhood of St Laurence acknowledges and recognises the Traditional Owners of the land upon which we live and work, and we pay our respects to their Elders both past and present
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia