Kevin and Rosalyn
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.
Kevin is an autistic student. His mum, Rosalyn, wrote to the Royal Commission.
‘I would like to share an experience with regards to my son's schooling and how ultimately we were failed terribly by those who were meant to support us because they didn't properly understand the concept of inclusivity.’
When Kevin began kindergarten, about 10 years ago, it quickly became clear he would require additional support within the class. The class environment was overwhelming for him from a sensory and demand perspective and he quickly became agitated, needing breaks from the room and permission to move.
‘The school and staff were wonderfully supportive,’ Rosalyn said, ‘and he was provided with a full-time EA [education assistant]. This EA and my son developed a brilliant relationship and despite my son's ongoing struggles she managed to support him to maintain a love of school and enjoyment of learning in his own way.’
Things continued happily in this way for a couple of years. Occasionally when Kevin’s behaviours escalated, the department of education would provide extra assistance via the special education needs and disability (SEND) team. Kevin also developed a great relationship with the SEND staff member.
Halfway through primary school, Kevin began having some violent outbursts. The SEND staff member suggested the school provide Kevin with a separate learning environment to reduce the sensory and demand impacts of the classroom.
‘This idea proved to be ideal for my son by providing an inclusive solution that took into account his disability requirements, and for two years, with support from the then principal he engaged in school life happily, with few issues,’ Rosalyn said.
‘He became increasingly able to engage and disengage from the school environment and learn on his terms. I was able to commence full-time study … I no longer needed to be available to collect him from school at a moment’s notice.’
But then everything changed. The new school principal had Kevin’s room dismantled, and expected Kevin to return to class. The EA who Kevin had bonded with over the previous five years was replaced. Rosalyn told the principal this could be a catastrophic move for Kevin, but the principal said the SEND team would be coming in to help develop a behavioural management plan.
Kevin’s behaviour deteriorated within days and the calls to collect him recommenced. Both Rosalyn and Kevin’s new EA were excluded from planning meetings for the first time. The school ignored Rosalyn’s concerns.
Kevin’s behaviours deteriorated further and Rosalyn was having to collect him from school on a regular basis. Eventually she had to remove him from the school.
‘My son was devastated as he loved school, but could not contain himself once stressed and dysregulated.’
After that, Rosalyn homeschooled Kevin. She had to close her new business and sell her house.
‘In conclusion,’ said Rosalyn, ‘a simple inability on behalf of the school's leadership to comprehend that inclusivity is not about forcing kids to do what all the others are doing … The emotional and financial costs have been incalculable.’
‘Nobody questions a wheelchair ramp for those who need it,’ Rosalyn points out, ‘so why question specific supports for those with neurological differences?’
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.