A Broken Promise: Unmasking the Limits of Ontario's Policy on Accessible Education for Students with Disabilities
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| Title: | A Broken Promise: Unmasking the Limits of Ontario's Policy on Accessible Education for Students with Disabilities |
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| Language: | English |
| Authors: | Ghofran Alyass |
| Source: | Educational Planning. 2025 32(4):20-34. |
| Availability: | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Students with Disabilities, Educational Policy, Access to Education, Accessibility (for Disabled), College Students, Student Attitudes, Educational Practices, Position Papers, Policy Analysis |
| Geographic Terms: | Canada |
| ISSN: | 1537-873X |
| Abstract: | People often fail to notice the harmful effects of policy and are often trained to focus on the implications of a policy with a mindset that policy exists to serve citizens and ensure the rights of all citizens are protected. When people fail to notice the harmful effects of policy and instead believe policy has positive intentions, the result is a "broken promise. This article will provide an overview of policy statements within the Policy on Accessible Education for Students with disabilities (2018) and an analysis of the harmful effects of policy. Such analysis will be made using literature by authors in the field of Educational Policy and Disability Studies. This article will begin with a background of the issues that students with disabilities face, a review of literature to illustrate what policy is doing instead of what it implies it is doing, finally, illustrating the negative effects of policy using interviews from a study that took place at a university located in Toronto. Using the 2018 policy, this article will conclude that what policy implies it is doing and what it is doing are two different things, making policy a broken promise. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490195 |
| Database: | ERIC |
| Abstract: | People often fail to notice the harmful effects of policy and are often trained to focus on the implications of a policy with a mindset that policy exists to serve citizens and ensure the rights of all citizens are protected. When people fail to notice the harmful effects of policy and instead believe policy has positive intentions, the result is a "broken promise. This article will provide an overview of policy statements within the Policy on Accessible Education for Students with disabilities (2018) and an analysis of the harmful effects of policy. Such analysis will be made using literature by authors in the field of Educational Policy and Disability Studies. This article will begin with a background of the issues that students with disabilities face, a review of literature to illustrate what policy is doing instead of what it implies it is doing, finally, illustrating the negative effects of policy using interviews from a study that took place at a university located in Toronto. Using the 2018 policy, this article will conclude that what policy implies it is doing and what it is doing are two different things, making policy a broken promise. |
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| ISSN: | 1537-873X |
