Paul and Teagan
Content Warning: These stories are about violence, abuse, neglect and exploitation and may include references to suicide or self-harming behaviours. They may contain graphic descriptions and strong language and may be distressing. Some narratives may be about First Nations people who have passed away. If you need support, please see Contact & support.
‘Senior teaching staff have commented to us before that because he has a disability there is no point trying to educate him.’
Paul is autistic and has attention deficit hyperactivity disorder and generalised anxiety disorder. He goes to a public primary school, but finds it difficult to make friends and take part in social events.
His mother, Teagan, told the Royal Commission that although Paul has no intellectual disability, the school is excluding him.
‘He is actually very smart; however, in four years of education he has not learnt anything.’
Teagan said her son is allowed to attend school for only two and a half hours a day, despite funding for an aide. Paul’s teachers leave him to do puzzles or read books.
‘We often get calls to say they don’t want him there at all if there is an open day or school activity on that day. He is not allowed to attend specialist subjects. He is not allowed to attend excursions.’
Teagan said she and her husband are heartbroken.
‘Our son, from the abuse within the education system, has nightmares every night, he’s depressed and struggles to eat. His mental health is very poor and he often says the world would be better if he didn’t exist.’
Because of their advocacy for Paul, Teagan said the school viewed her and her husband as troublemakers.
‘We get frequent nasty emails from the school telling us to make our child accountable for his behaviour and basically punish him for having a disability because they don’t understand that his behaviour stems from the environment which they are controlling.’
The experience had harmed the family’s mental health and left them ‘feeling alone in the world’.
‘Children with disabilities need support. They need specialist aides who understand disabilities. They need teachers who are properly trained and supported to include them in learning. They need specialist schools who can cater for their needs.’
Teagan said there was one special school in their region, but the entry criteria was so strict Paul, and many other children with severe disability, couldn’t attend. There were no other schools nearby that supported children with autism.
‘And when things are hard, despite the Disability Discrimination Act, schools choose to exclude because it is easier and because they lack the funding to support kids with special needs.’
Disclaimer: This is the story of a person who shared their personal experience with the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability through a submission or private session. The names in this story are pseudonyms. The person who shared this experience was not a witness and their account is not evidence. They did not take an oath or affirmation before providing the story. Nothing in this story constitutes a finding of the Royal Commission. Any views expressed are those of the person who shared their experience, not of the Royal Commission.