Appendix 3 | Applying the CRIA tool to COVID-19 pandemic policy and legislation relating to the closure of schools and early childhood education and care in Australia Children with disability (continued) • Exacerbated learning difficulties: CYDA suggests that remote learning exacerbated difficulties already being faced by children with disability; including access to inclusive education, support for reasonable adjustments and accessing learning supports. Without appropriate assistance, remote learning placed enormous pressure on them and their families.203 CYDA noted that ‘without movement on these issues, any future emergencies will likely produce significant destabilisation for' children and young people with disabilities and their families 'with significant detrimental impacts’.204 • Reduced access to essential needs and supports: Many children with disability and their families reported difficulties accessing essential products, appropriate information, and services and supports. Social isolation and school closure restrictions resulted in support worker cancellations, inaccessibility to National Disability Insurance Scheme (NDIS) services, and difficulties accessing health services such as COVID-19 testing and telehealth.205 • Children in outof-home care Disorientation and disconnection: Children, particularly those with learning difficulties and cognitive disorders, reported struggling with losing their daily routines, social isolation, and becoming disconnected from education as a result of not having access to face-to-face or specialised learning supports.206 Positive – Article 28: Right to education; Article 6: Right to life, survival and development • Better learning environment: Some schools remained open for specific groups of children. Victoria’s Commission for Children and Young People reported that where children in out-of-home care continued to attend school despite closures, they found it easier to engage in learning due to smaller class sizes and less bullying.207 Negative – Article 28: Right to education; Article 6: Right to life, survival and development • Developmental concerns: For some children in out-of-home care, schools are critical for their emotional and behavioural development and communication skills. This development can be impeded outside of a schooling environment.208 Safeguarding Children: Using a child rights impact assessment to improve our laws and policies | 79