Male. Gifted in most academic areas. In wheelchair after car accident. Loves sport.

1. PHYSICAL MOVEMENTS

1.1. ISSUE: Physical Education (PE) revolves around the movement of the body. Through being in a wheelchair when completing this subject adjustments need to be made so participation is present.

1.1.1. In a class like PE, huge adjustments need to be made for equivalent learning to occur to a student with a physical impairment compared to an able bodied student (Hyde, Carpenter & Conway, 2010).

1.1.1.1. With knowledge and access to individual learning plans (ILP), adjustments can be made to prohibit participation rates in PE to decline (Hyde, Carpenter & Conway, 2010).

1.1.1.1.1. Participation rates declining in any subject can have a negative affect on learning (Hyde, Carpenter & Conway, 2010).

1.1.1.1.2. Although participation in a sport is key to understanding the sport being studied, there are many other ways to learning a sport if physical participation absolutely cannot occur.

1.1.1.1.3. Participation rates do not always need to be practiced as a physical component when studying PE. PE can be studied through being present on the "field". Whether that be scoring, judging or creating a game for students to play (Hyde, Carpenter & Conway, 2010).

2. ATTITUDES AND INDEPENDENCE

2.1. ISSUE: Society underestimates people with disabilities which results in a lack of confidence in themselves.

2.1.1. People with disabilities are a minority group and are constantly being told “they can’t”. Through this societal attitude it creates a motivation to succeed according to participants in Paul's (1999) study.

2.1.1.1. The main concern surrounding the "can't" attitude is independence. For a person in a wheelchair, there is a heavy reliance among the people around them to the help move their own bodies (Paul, 1999).

2.1.1.1.1. General factors that all individuals considered when choosing their school include academic standards, physical accessibility features, disability services, urban location and closeness to home (Paul, 1999).

2.1.1.1.2. Personal support networks are a huge part of making a decision to choose a particular university. Networks usually consisted of family, friends, disability services and external agencies that aided with disability assistance. This provided financial, social and emotional wellbeing (Paul, 1999).

2.1.2. Moving to an independent atmosphere added anxiety to participants university choice (Burwell, Wessel & Mulvihill (2015).

2.1.2.1. To minimise anxiety surrounding independence, students chose universities through factors such as proximity to family, city location, kerb cuts, smoothness of streets, wheelchair travel capabilities, public transport, physical accessibility of the institution (accessible buildings, classrooms, bathrooms, desks, housing, libraries, computer rooms, distance between buildings, recreational activities) (Burwell et al., 2015).

3. MEDICAL CONDITIONS

3.1. ISSUE: For a boy who is in a wheelchair due to a car accident, past and future medical treatments would need to occur, leaving there to be absences from school.

3.1.1. When a student is suffering from a medical condition that requires routine check ups it can interfere with school class time.

3.1.1.1. Absences from school need to be considered by the teacher when teaching a class. Absences can cause education gabs in the curriculum and if not attended to, can cause a student to fall behind (Roy, 2016).

3.1.1.2. To assist in modifications and adaptations to the students education, the capabilities of the student need to be outlined for learning to occur (Roy, 2016).

3.1.1.2.1. Assessments and reports should be supplied and explained to teachers by school counsellors or ILP coordinators to aid students in their learning, especially if absences are creating gaps (Roy, 2016).

4. PHYSICAL BARRIERS/ACCESIBILITY

4.1. ISSUE: Physically impaired students require assistance with mobility as well as needing buildings to be accessible. In the classroom there are many things that can affect mobility and accessibility to a student in a wheelchair.

4.1.1. Classrooms need to have minimal physical barriers such as chairs and desks, so wheelchairs can enter and move through classrooms with ease (Hyde, Carpenter & Conway, 2010).

4.1.1.1. if there are physical barriers to enter the classroom, students cannot enter. Through this simple element it can create a feeling of exclusion.

4.1.2. Where the classroom is situated can affect how easily and quickly a student in a wheelchair can transport themselves.

4.1.2.1. Little things like toilet accessibility and what floor classrooms may be on can make the world of difference. Is the gym, science lab, performing arts centre, school hall, cafeteria easy to get to? if not, most likely the student will be late, missing out on valuable learning time (Hyde, Carpenter & Conway, 2010).

4.1.3. Planning ahead of off-campus excursions or school camps.

4.1.3.1. When planning excursions or school camps, accessibility of off-campus ground is not always guaranteed. It is incredibly important for teachers to research the accessibility of excursions to avoid any exclusion (Hyde, Carpenter & Conway, 2010).

4.1.4. Public transport to school

4.1.4.1. When catching public transport to school, there must always be access to a lift as wheelchairs can not go up stairs to the bus or tram or make it across the gap on trains. If a student can not get to school because public transport can not cater for their diverse needs, it creates a barrier for learning.

5. INFORMATION

5.1. ISSUE: There is a lack of information to parents and carers regarding what options are available for their children about accessing additional services. Therefore, parents are unaware of the services that correspond to the needs of their child with a disability.

5.1.1. Older students with a disability have trouble finding information regarding career choices that are accepting of their disability (The Australian Rights Commission, 2017).

5.1.2. There is also a lack of information regarding funding or procedures for families with a child of disability. There is no information revolved around a students education goals, how to obtain or understand the role of an aide, how to access information on the learning curriculum or how to arrange health care facilities in the education environment (The Australian Rights Commission, 2017).

5.1.2.1. Through lack of information, students with disability are not getting equitable needs necessary.

5.1.3. Consistency levels change between early childhood to primary education as well as from primary to secondary education. Not only between education levels but also education sectors from private to government (The Australian Rights Commission, 2017).