Absolutely, thank you very much.
I'm happy to answer that. I think that's a really important point to raise. Inclusion does not exist within a silo nor does engagement in any sense.
You have to have a fulsome response to the social factors. It has to be fully participatory in order to get movement along the continuum to meaningful change and improvement of the particulars to have better quality of life for those with disabilities, to engage them on a social basis, an economic basis and an educational basis. There's engagement at the preliminary level from the point of the childhood education level all the way up to end of life cycle so you're looking at it from a holistic point of view.
In terms of kids with disabilities participating in their own education, that's something that's been addressed as well. It's part of the radical education movement embracing the idea of particpatory measures. There's a type of research that heavily involves methodology around participatory methodology. At the same time, you can take that and transition it into interventionalist approaches. That means embedding these different elements plus lived experiences of not only those who have disabilities or are affected by disabilities but also their families, their communities and other stakeholders. I would encourage the incorporation of all those different elements rather than seeing it through a singular lens. This is really about intersectional lenses.