Georgie
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.
‘My biggest frustration is coming across so many people who have been withheld from access to language, and it's not fair for these children. We are not providing these children with the opportunity to succeed or meet their potential.’
Georgie is an Auslan interpreter and educator who works across a number of schools.
A few years ago, Georgie started working in a class with four Deaf students. She was working in tandem with another interpreter who had been with the students for some time.
Georgie quickly realised the other interpreter was unqualified, used fingerspelling and had little experience working with the Deaf community.
Georgie told the Royal Commission the other person was really a ‘communication aide’. The school had paired her with the students because she was from a similar migrant background.
‘While the teacher was teaching, the only adjustment that was made was for this communication aide to fingerspell. That led to several gaps in content … I could see the students trying to connect the dots between what was being said in the classroom, what they were seeing on paperwork, and the communication aide.’
One student had particular challenges with literacy, so fingerspelling was useless. The student was ‘completely disengaged’.
Georgie engaged with the students and discovered they didn’t understand the language the aide was using.
Georgie started signing to the students in Auslan. They quickly became interested in what they were learning and and were able to respond appropriately and give their answers in Auslan.
The classroom teacher later told Georgie how wonderful it was to see these students finally engaging with the content being delivered.
‘I think that we really need to make sure that education for Deaf students is delivered respectfully and appropriately and in a language that they can access.’
Georgie also works as a tutor for Deaf students.
However she can only meet with students about 50 per cent of the year because their NDIS funding is ‘pathetic’.
‘The funding just isn't there. And I'm already charging half my usual rate, or half the rate of speech therapists or … other professionals … I'm working really hard on a minimum rate for this child, and still there's inadequate funding.’
Georgie believes the education system treats Deaf students as disabled and focuses on what they can’t do.
‘I think it’s really important that children can arrive at a point where they realise they’re not disabled in terms of their inability to do things but rather they’re a CALD [culturally and linguistically diverse] group. I really love it when I see students mention this CALD identity because I feel like that message has gotten across.’
‘Early intervention for Deaf children is critical and should be a priority. There are just so many areas where systems fail Deaf children and Deaf people.’
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.