Children with disabilities and the educational system - a provincial perspective - ARCHIVED

Articles and reports: 81-004-X20070019631


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.

Issue Number: 2007001
Author(s): Kohen, Dafna; Uppal, Sharanjit
FormatRelease dateMore information
HTMLMay 1, 2007