Dushane and Noelene

Dushane, mid-20s, is autistic and has other neurodiverse conditions and dyslexia. He is a university student living with his mother, Noelene, who is his main carer.

Dushane hopes one day to help improve the lives of autistic people. He said that in Australia, the first step is amending the Disability Discrimination Act.

‘I really do believe … that there definitely does need to be some rapid, massive changes with respect to current government policy and legislation regarding autistic and neurodiverse people such as myself.’

He said the legislation at the moment does not specifically recognise autism or neurodiversity.

‘The thing is really that … with the Disability Discrimination Act, right, at the time that was a brilliant way to sort of get the argument rolling with respect to disabilities.’

But, he said, it uses disability as a ‘paintbrush’ term.

‘So a one-size-fits-all term. And it sort of covers up the – the intrinsic differences that go between those who have physical disabilities and those who have cognitive disabilities.’

Dushane and Noelene want the Act updated so it references autism and other neurodiverse conditions, to help identify and fight discrimination.

Noelene said that at secondary school, Dushane had no support in meeting his academic goals and his ambition to go to university was dismissed. ‘School – they did nothing,’ she said. The vice principal said Noelene was ‘kidding’ herself in thinking Dushane could fulfil his ambition. Noelene says this attitude is discriminatory, but that ‘we can fight nothing in this country because there is no autistic neurodiversity legislation’.

Dushane and Noelene also want the Act to outline the rights of autistic people in relation to their carers. At school and now at university, Noelene has not been allowed to provide the support Dushane needs.

‘For the most part, the standards that are emphasised at a university level, are, you know, that students are supposed to be self-learning, autonomous in that sense. And being able to get through the hoops themselves,’ said Dushane. ‘Now the thing is, when it comes to autism, it’s much, much more difficult to do that … As well, there are a lot of areas that the university simply can't cover with respect to providing supports.’

Dushane said the disability support team at his university did not have experience in working with autistic people.

‘Especially in terms of addressing my concerns …  So for the most part I was speaking into a void of people who really just didn’t understand what my needs were.’

Dushane said there should be ‘a distinct set of rights’ for carers in relation to how they’re ‘incorporated into the education process’.

He understands the role of teachers and psychologists, but said ‘a lot of the time, they're working on professional experience that really doesn’t apply’.

‘Because this whole thing with autism is – it’s a case-by-case basis, you know? I wouldn’t say, well, because …Tom is neurotypical, so he’s the same as Joe. We’re two different people.’

Both Dushane and Noelene want the chance to share their understanding of autism.

‘Being autistic, at the end of the day, I even have struggled accepting it when I was going through school … Socially I couldn’t coordinate and I felt really down about myself as a result,’ said Dushane. ‘Only because my mum’s support got me through it, that I was able to become confident at that. And I want other autistics, both of us want other autistics – and their carers as well – to feel confident there is no stigma about that.’