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Member of Parliament

Tracy Gray

  • Member of Parliament
  • Member of Parliament
  • Conservative
  • Kelowna—Lake Country
  • British Columbia
  • Voting Attendance: 68%
  • Expenses Last Quarter: $131,412.70

  • Government Page
Context: House Hansard - 194 - May/10/23
Mrs. Tracy Gray (Kelowna—Lake Country, CPC)
  • May/10/23 5:53:51 p.m.
  • Watch
Madam Speaker, it is always a privilege to rise on behalf of the residents of Kelowna—Lake Country. It is an honour to speak in favour of the motion brought forward by my colleague, the member for Edmonton—Wetaskiwin. That member has long been an advocate for persons with disabilities and is well respected for his many different efforts on this. The motion before us would allow this House to set a key reminder for government to remember those too often forgotten in our world: people with disabilities. Canada's work, whether here at home or abroad in developing countries, in aiding children's education is vitally important. While it is essential to help fund the books, pencils and computers needed for education, we would fail in our ambition for better education for every child if we did not consider the need to ensure the inclusion of all children, regardless of circumstances beyond their control. A 2021 Statistics Canada study found that young Canadians with disabilities between the ages of 15 and 34 still encounter a wide range of difficulties in attending school, such as limitations on learning, social exclusion or a lack of accommodations. The study found that among the participants, 21.1% of women and 33.7% of men had yet to complete a high school level of education. Of those interviewed, 29% said they had discontinued their education because of their condition. Though we recognize education as primarily provincial, there is a role the federal government can play. As the Conservative shadow minister responsible for disability inclusion, I was involved in helping to advance the Canada disability benefit. We know for that piece of legislation that the government was working for years on it and finally tabled legislation in the last Parliament. The snap election of 2021 cancelled the legislation from moving forward, and it was reintroduced in this Parliament, though not as a priority piece of legislation for the government, as it was not one of the first bills to be introduced. Surprisingly, it was the same legislation as this, and in fact it is well documented through testimony at committee that there is much uncertainty. What it would actually mean for people as to the parameters, to whom it would be applicable and what they would receive would all be done through regulation. I will continue to hold this government to account for this unacceptably slow pace of delivery. Still, by that bill's unanimous passing in the House, we know this chamber is committed to seeing all persons with disabilities reach their highest potential. When it comes to our federal role in education, in situations such as indigenous education or social transfers, keeping in mind the specific needs of all children as they study is vital. Our goal must be nothing less than, as the text of this motion states, "maximum inclusion of people with disabilities, including people with intellectual and developmental disabilities.” We should want no less for our children living with disabilities around the world, whom we seek to aid in our efforts to alleviate poverty in developing countries. Without access to education, poverty is not alleviated in the long term. It is indisputable that a good education can help make people's lives better. What we see needing improvement in the developing world is a clear commitment to the consistent consideration of the millions of people worldwide who face unique physical, developmental and intellectual challenges in achieving their best lives. Globally, children with disabilities face significant barriers that result in exclusion from education and schooling. According to UNESCO's “2020 Global Education Monitoring Report”, at least 50% of children with disabilities are excluded from education in low- and middle-income countries. In some contexts, the figure is closer to 90%. The reasons for this are varied, whether they are a lack of transportation options to reach schools, inaccessible school or classroom buildings, the lack of proper teacher training to educate children with varying intellectual and developmental challenges, or poor curriculum design. The denial of primary education leaves many of these children with the poorest life outcomes imaginable, with poor adult literacy or social skills condemning them to hard labour, extreme poverty or worse. Socially, these children can often be deeply misunderstood, with their conditions treated as burdens or even death sentences. In some areas of the world, prejudice surrounding what we in Canada would regard as basic conditions sadly leads to the lives of children being harmed and given up on. According to the same report I cited earlier, adapted infrastructure and materials for students with disabilities are lacking in developing countries. Canada undoubtedly has inclusion challenges to overcome as well for those with disabilities. Still, we can take some fulfillment in the tireless efforts of our many education leaders, teachers and support workers who help to provide educational benefits for children who, had they been born in too many other places around the world, would have never received those efforts. I thank all of those who work in this field. Similarly, we can take pride in Canadians seeking to address that gap in the developing world. Canada has a long history of commitment to helping developing countries. For example, one project looks to advance inclusive higher education for young adults with disabilities, develop new occupational therapy programs and foster research for inclusive education and community-based rehabilitation in the region. Hearing of Canadian efforts to help with projects like this is no surprise. Canada has always prided itself on its capacity for humanitarian work. We are proudly home to tens of thousands of charities, not-for-profits, faith groups and individual miracle workers pursuing similar aims in regions around the world. The same consideration they give toward ensuring a good education for every child must be kept front of mind. The member for Edmonton—Wetaskiwin is very purposeful in the wording of his motion calling on the government to take action. He does not want persons with disabilities to be forgotten. In fact, he wants them to be top of mind. He is also drawing attention to persons with intellectual and developmental disabilities. When people think of persons with disabilities and their extra needs, they may have to help minimize or overcome challenges with their diverse abilities. Often, we may think of physical accessibility needs. For example, physical infrastructure, like building a ramp or having an accessible washroom, may come to mind, and people get a check mark for being inclusive when considering those with disabilities. However, this motion also adds in purposeful wording to include people with intellectual and developmental disabilities. This is important because the check mark may not be quite as easy. Those with intellectual and developmental disability needs need to be top of mind when considering educational funding in order for us to be truly inclusive and to make a difference through education for those who may not be considered now. This elevates the importance of not forgetting those with intellectual and developmental disabilities. I call on all members of this House to put aside partisanship and come together unanimously in passing this motion. Doing so will send a clear message of commitment to those in need of a better life through education who may currently be denied it.
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Context: House Hansard - 194 - May/10/23
Mrs. Tracy Gray (Kelowna—Lake Country, CPC)
  • May/10/23 5:27:35 p.m.
  • Watch
Madam Speaker, my colleague went into a lot of his personal story as part of him coming to this place. Can he just touch a bit more on the importance of considering what he has in this legislation on top of all disabilities? As he said, his wording is very focused. What will this mean to people not only here but around the world as we spend money on education?
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