Don and Essie
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.
‘The school and TAFE system failed my son.’
Essie’s son Don attended a mainstream primary school. Because he has a cognitive disability a teacher’s aide supported him in the classroom.
When Don transitioned to high school, the school told Essie that he needed to go into a special education class or he would lose his aide.
‘I felt like I had no choice,’ Essie told the Royal Commission. She agreed but only if Don could attend some mainstream classes.
However this didn’t happen.
‘My son would do lots of car washing and cooking but no focus on academics or learning.’
In Don’s final year of high school the school psychologist assessed his academic progress. His academic level was the same at the end of high school as it was at the beginning.
‘He learnt nothing in all that time. It was very hard to take … I was disgusted.’
Don was very good with computers and wanted to do IT and computer programming. Essie contacted TAFE and discussed Don’s strengths and challenges.
Don started studying a certificate III in computers. Essie arranged an aide to support him but TAFE said an aide was not required. However Don failed two subjects. TAFE then convinced him to do a certificate IV. Again Essie arranged an aide and again TAFE told her it wasn’t necessary.
Essie couldn’t understand this. ‘Instead of supporting him to pass the work he had failed, they just kept moving him to harder work.’
One of Don’s subject teachers did provide support and Don passed this subject. Essie said this ‘indicated he can do the work if he has supports’.
Eventually TAFE agreed Don could have an aide but they told the aide not to tutor him. Most teachers agreed to this arrangement.
However one teacher was resistant and refused to pass Don because he had too much help.
Ultimately Don passed every subject except this subject. The teacher was adamant ‘he had no right to pass because he had help’.
‘[Don] passed every subject except this one, which just didn’t make sense. It’s not fair. Something needs to be done to help these kids. [Don] had worked his butt off. I am proud of him. I want him to have this certificate, it just means so much to him.’
Essie feels Don was targeted by this teacher.
‘Fairness and equality is not happening for my son. Teachers need to know how to support people with disability. [Don] is so good at computers, he has even built his own computers. He is an amazing young man, he just need support and someone to encourage him and he will go places.’
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.