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This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal. [ABSTRACT FROM AUTHOR]

AbstractEducational institutions increasingly rely on digital platforms to deliver content and learning, monitor attendance, communicate with stakeholders, and evaluate institutional performance. Despite the efficiency and accessibility gains they offer, digital platforms are powered by personal data which, through a process of datafication, can be used to track, monitor, and profile staff and students. The insights drawn from this data can be used to shape educational and professional futures. This article examines how datafication has become a social justice issue in education, discussing the implications for well-being, decision-making, governance, and power in education. Using Hintz and colleagues framework for data justice, it applies and explores the three dimensions of data justice to the context of education, including: (1) infrastructures (2) regulation, and (3) informed and knowledgeable stakeholders. The paper discusses the unique challenges to achieving data justice in education and concludes by outlining the key questions for a future research agenda. [ABSTRACT FROM AUTHOR]