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May 2007, volume 4 number 1
There are large differences across provinces in the extent to which children with special needs due to physical, cognitive and health 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 challenged to reach their full potential in school and in their academic achievement relative to all Canadian children. This article builds on the discussion of special-needs children and the education system that appeared in our last issue.
Activities in a child’s home environment, such as daily reading, high
positive parent–child interaction, participation in organized sports,
as well as lessons in physical activities and the arts are associated
with a child’s readiness to learn in school at age 5. According to a recent
study, children in lower-income households were less likely to have exposure
to these activities - however, those who did were more ready to learn than
those who did not.
Quick fact...
The academic performance of youth who had dropped out of high school by age 19 in 2004 already had lagged significantly behind that of other students at age 15 in 2000. But even among high school dropouts, a large gap in academic achievement was apparent between students in English-language and French-language schools in three provinces...
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