Clarence and Bernice
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 neurodiverse community is made up of extraordinary people. They are the inventors, scientists, mathematicians, collectors, coders, programmers, artists. We need them, society needs them, humanity needs them. Most of them are successful because of their neurodiversity, not despite it. But, at school, they need to develop skills and strategies for life so their abilities can be utilised and their dreams fulfilled.’
Clarence is in high school. He is autistic and has attention deficit hyperactivity disorder.
When he started school, the private school his sister attended refused to enrol him.
‘I had similar issues at the local Catholic school and a local state school who suggested we look elsewhere as they were not “set-up” to cater for a student with [Clarence’s] diagnosis,’ his mother Bernice told the Royal Commission.
When she did find a school that accepted him, he was bullied.
‘During a religious instruction class, [Clarence] was kicked by a student and his head shoved into the ground and I was told by another teacher that the religious instruction teacher thought it was justified because [Clarence] “tends to be annoying”.’
One parent wanted Clarence to stop associating with their child. Another was annoyed that Clarence had received the ‘special benefit’ of a sensory toy to play with.
‘I’ve had parents of students in his class approach me and say that [Clarence] is stopping their child from receiving a proper education,’ Bernice said.
The school dismissed or downplayed her concerns.
‘His diagnosis was not understood, not catered for, he was bullied by his peers and by other parents,’ she said. ‘There were many, many occasions that I felt I was failing [Clarence] by sending him to school.’
Several years ago, Clarence entered an education department trial in which specialist teachers taught autistic children. Bernice said this had a ‘significant and positive impact’ on him.
‘It was a fantastic project which developed strategies to improve the education experience of these students.’
Clarence returned to a mainstream school a year later, however, when the project’s funding stopped.
Bernice says she is now resigned to working with a school system that is failing her son.
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.