Archer and Laila

‘I believe so strongly that education is the key for all of us and that no‐one has the right to facilitate under achievement.’

Archer’s academic progress in primary school was good ‘because he was pushed to work hard to meet his potential’. But in high school, his mum Laila told the Royal Commission, he had to fight for his right to an education. She said that because Archer has Down syndrome, teaching staff constantly assessed his potential as ‘not up to much’.

In primary school Archer was in a special education unit, but he was always included. ‘He was considered just one of the students who needed a little extra help,’ Laila said. Archer was good at sport. He enjoyed it and participated in all sport activities.

When Archer began high school, the students in the special education unit were mainly segregated. They only spent time with the other students during assembly and in the 20-minute pastoral care period.

There was little academic work done in the unit. Laila said there was ‘a lot of colouring in’ but the main work was delivered by two external teachers who only attended the unit for a two-hour period one day a week.

Archer was no longer allowed to participate in sport with the rest of his peers ­­­­­– his ability was never assessed.

At the end of the year a group of parents spoke to the principal and demanded change.

The school attempted to integrate the students to a greater extent. Archer was able to participate in sport and in more classes with his peers. Laila said most of the teachers ‘tried their best to … ensure some level of education’. It was the special education teacher who was the most resistant. But eventually, after two years, she replaced the ‘glorified baby-sitting’ with ‘a more meaningful academic program’.

Then, at the end of year 11, parents were abruptly informed with no consultation that the special education unit would cease to operate. Going into year 12 all students would be fully integrated.

‘The timing of the notification was obviously designed to pretty much cut off any avenue for review,’ Laila said.

Many students moved schools, but Archer stayed. It was his final year and it would have been too difficult for him to move away from his friends. Laila was fully aware most of the teachers’ focus would be on the students with greater academic potential, but she wanted him ‘to experience graduation and the formal with these students’.

Laila believes Archer’s secondary education was a wasted opportunity. She believes the teachers had good intentions, but they received no training or additional support and often were not included in decision-making.

During the five years of high school Archer’s academic progress slowed dramatically. Laila expected the gap between Archer and his age peers would widen over this period, but she believes more should have been done. ‘Taking away the unit completely undermined the ability to continue with the numeracy and literacy program of education’ which was vital for Archer.

‘I would hope that a time comes when we look at how best to provide an education which encourages all students … To do this we need to be more open to the notion that people with a disability have potential which may not be the same as others but, in achieving their potential they will be happier, more productive and more able to give back to the community.’