292,600 children attending school within Australia that has been diagnosed with a disability also within this year it has been seen that there had been a higher rate of participation within school activities coming from children with a disability compared to children without one. It has been shown that almost one in ten boys within schools (186,000) had been diagnosed with a disability where the level of girls within a school (106,600) diagnosed with a disability was around one in sixteen. Within mainstream schools it has been shown that primary schools had a higher number of students with disabilities with a high 9.1% where students within secondary schools where only 7.4% had a disability. Out of the 71,000 students attending school with a disability 64.7% have been known to have a severe or core-activated limitation. It has also been proven that special needs children within Australia demonstrate higher academic outcomes when in a mainstream school where they have been given opportunities to engage in higher academic levels and activities. Having children with a disability in a mainstream school has also been shown to increase in independent communication and motor skills. In Australia there has been a slight shift away from mainstream schools since 2003. Students with disability have begun to attend specials schools at an increasing rate instead of participating in mainstream programs in schools. By 2015, there was an increase of 33% of students with disability attended a special school. Students with disability attending mainstream schools had decreased by 22% in the same time frame. This change in school attendance is likely a reflection of experiences students with disability are having in each respective type of school. Students with disability could be finding special schools to have more adequate support for the severity or type of disability they have. Students with disability are still more commonly attending mainstreaming schools, despite the current shift towards special schools. This preference could be accredited to the improvement within the Australian education system when mainstreaming students regarding providing students with resources and tailored supports. Sri Lanka Context Access to special education for students with disabilities were introduced to Sri Lanka with the General Education Reforms of 1997. This piece of legislation includes 19 reforms that improved the development of curricula and teacher training, in addition to special education access. The changes made in Sri Lanka's education system that were created by this reform