Pre-service Teachers are still not required to learn about disability in their four years of study, and if they are taught about disability in education, it is usually only a very small portion of what should actually be taught.
I love self-care. I will gladly indulge in anything that gives me the happy brain stuff (also known as Serotonin and Dopamine), but my enjoyment of reading uninterrupted for days, or cleaning, or rewatching something I’ve seen a million times before isn’t generally perceived as “self-care”, despite its positive impact.
Diagnoses of invisible disabilities (for example, MS, ADHD, arthritis, brain injuries, diabetes, learning disabilities, chronic pain and fatigue etc.) are undeniably tricky to navigate, and can be especially difficult for parents with young children with little to no experience of the disability sector
I have done a lot of evolving in my short-long life. From the kid who was left behind, to the person teaching the class. I have a lot to say on the education system – mostly that it’s kaput – and I feel a lot of responsibility when it comes to teaching my kiddos (who, like me, are disabled).
I used to be someone who considered self-care another thing on the to-do list, a burden of sorts. I desperately wanted self-care to “work” so that I could get on with my life. It was almost clinical.
Since I was a school kid, I have shown signs of ADD – attention deficit disorder.
Spending majority of my classes in uncontrolled daydreaming, fidgeting unconsciously with the stationaries on my desk, and missing half of my schoolwork unintentionally, I started to become frustrated about myself.
A diagnosis is an understanding of myself, and a closure to my unresolved thoughts. It is not a label to be ashamed of, no matter what it is.
A new report by Children and Young People with Disability Australia (CYDA), and researchers from The University of Melbourne and University of New South Wales, young people with disability talk about the additional challenges they face as they finish school and make the transition to work or higher education.
While many measures are welcomed, the Federal Budget handed down on 25 October could have gone further to address the inequities faced by children and young people with disability in education, employment, social security and appropriate measures to support people at higher risk of complications during the ongoing COVID-19 pandemic.
![A smiling white woman in a professional blazer with pearl earrings, square glasses and straight blonde hair.]](https://cyda.org.au/wp-content/uploads/2023/08/staff_400_Skye_Kakoschke-Moore-300x300.jpeg)
Ms Kakoschke-Moore looks forward to leading CYDA in its work to empower children and young people with disability to fully exercise their rights and aspirations.
CYDA welcomes the independent review of the National Disability Insurance Scheme (NDIS), announced by NDIS Minister Bill Shorten this week, to be co-chaired by Professor Bruce Bonyhady AM and Lisa Paul AO PSM, supported by a panel of experts in the sector.
The NDIS Jobs and Skills Forum was held on Wednesday 17th August 2022. It was called by The Honourable Bill Shorten, Minister for the National Disability Insurance Scheme (NDIS), and brought together people with disability, service providers, unions, peak representative bodies and more to talk about the future of disability employment, the NDIS, and the disability workforce
We would like to acknowledge the Traditional Owners and Custodians of the diverse lands from which we work, and pay our respects to their Elders and their connection to land, sea and community. Sovereignty was never ceded and this always was, and always will be, Indigenous Land. We extend these respects to all Aboriginal and Torres Strait Islander Elders and communities from whose lands you are accessing our website.
© Children and Young People With Disability Australia 2023.
