Yes. As a person who's spent all my career in education, I'm quantifying it in terms of school systems. When school systems talk about additional cost, talk about children by what we would think of as type of disability, we often hear autism, Down's syndrome, cerebral palsy, but really it's any physical, cognitive, social, or emotional diversity. Children who have excessive behaviour problems, for example, can cost a system money.
What we think about in the education system when we look at cost is how that cost gets distributed. As I mentioned, some systems self-contain that cost and some systems extrapolate it over the entire school population. How school boards do that is up to them. Some provinces extrapolate it across the entire province. The notion is that all children then have access to differentiated learning, differentiated opportunities, and support systems.
For example, one of the projects I worked on with McMaster has to do with occupational therapy services as delivered in schools. When we used a model that brought occupational therapists into the schools, the waiting lists in every school we went into went to zero, and children who had not previously been identified as having occupational therapy needs were identified early, and the costs were saved.
So in terms of school system costs in disability, I would argue pretty vehemently, based on my 30-plus years of experience, that there's an added benefit to having a student with a diverse way of interacting with the world, whether that be physical, cognitive, or emotional. It adds incredible value to us as citizens, because it allows us to create friendships and to build a society and then create gainful employment for people who, when we look back at when immigration [Technical difficulty—Editor] were done, were discriminated against.