Kaia and Edward
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.
Edward told the Royal Commission about the current struggles of his granddaughter, Kaia, in her final year of high school.
Kaia, who cannot walk without support and has ‘low educational function’, is a ‘bright’ and ‘happy’ teenager. She attended special education classes through primary and high school. She ‘loved school from the very start’, Edward told us. But with recent changes at the school, her feelings have changed.
At school, Kaia had always had a teacher’s aide to assist with functionality. Through years 7 and 8, then 9 through to 11, Kaia had the same teacher’s aide. Edward explained that this continuity was important for Kaia, who relies on the close attachments she forms for security.
However, in Kaia’s final year, the head teacher chose to change Kaia’s aide to a different person. Edward said this has ‘upset Kaia incredibly and she cannot understand why this upheaval has occurred’.
Additionally, the head teacher has moved teachers around so that she herself is now teaching Kaia most of the time. Sometimes Kaia is the only student in the class and she feels intimidated. Edward is not aware that this teacher has any special training for teaching students with a disability, let alone to be in charge of the unit.
‘Kaia feels bullied … She has bad dreams where this teacher intimidates her and prevents her from caring for other students she is friends with … Kaia is torn between having loved school for 12 years to … hating this teacher in her last year at school. The family is constantly asked why this [teacher] hates her and bullies her so much. A question we cannot answer.’
Edward says the teacher avoids having meetings with Kaia’s parents and that the principal is ‘not supportive’ of them.
He believes some of the teachers would be aware of the situation but ‘are very reluctant to become involved fearing reprisals as happens to all whistle blowers’.
‘There is no protection whatsoever for those who speak out,’ he said.
Edward would like to see education programs developed with a K-12 continuity and a stronger focus on teaching children with disability ‘basic skills or simple functionality’ for living in the community.
Edward believes that any teacher educating children with a disability should receive additional training to ensure they are properly qualified.
He would also like to see stronger whistleblower protections, to encourage teachers to report other teachers who bully students.
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.