Marcel and Philip
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.
In Marcel’s final year of childcare – he attended eight hours a day – a staff member from the local school came to observe his behaviour.
As Marcel is autistic, his dad Philip found this encouraging. He wanted Marcel’s experience at school to be inclusive from the start. He shared Marcel’s NDIS plan and speech and occupational therapy plans so the school could best support his son’s learning.
Philip told the Royal Commission that Marcel is gifted and could already ‘read, write in multiple languages, and do cursive writing as well as addition and subtraction’.
Philip was surprised when the school advised they would only accept Marcel on a part-time basis for the first four weeks. He argued the varied times would increase Marcel’s anxiety. But the school was adamant – Marcel could attend part-time for the first month or not at all.
A few weeks after Marcel started, the school said they had no funding to support him and he could only continue on a part-time basis – two and a half hours each day. Furthermore his teacher would not teach the curriculum and he would not be able to play with the other children at recess or break times.
‘I explained that this was not acceptable, and that he was being discriminated against … and that the school's approach was not inclusive, but in fact exclusive.’
A short time later, the principal rang Philip and directed him to collect Marcel – he had hit another student. Philip objected to the way she spoke to him and told her he couldn’t get there until 11.30 am.
When Philip arrived he was taken into a meeting with several staff members. He told them he was there to pick up Marcel – he hadn’t been advised there would be a formal meeting.
‘At that point [the principal] began, irate, told me to sit down and proceeded to speak in a very aggressive way.’
She told him Marcel ‘needs structure within an inch of his life’ and he has no place at the school. She described Marcel’s poor behaviour as happening ‘repeatedly’. Philip argued he’d never been told this – the support teacher reported Marcel was mostly well behaved. There had been two incidents and on balance Philip felt Marcel was only partly responsible.
Philip reminded the principal Marcel has difficulty self-regulating and needs support. The principal responded, ‘you're a liar and your son is a liar.’ She told Philip either he sign a new part-time agreement for one hour a day or she would suspend Marcel.
Philip refused to be bullied – the principal was discriminating against Marcel because of his disability.
‘Being told the school is suspending your son for his disability was heart breaking.’
The principal then said Marcel could no longer attend his occupational therapy sessions at the school – she was banning onsite therapy.
‘At this point she got up and said “That's enough, I'm cancelling this meeting!”’
The principal’s approach has created anxiety for Marcel and the family. Philip said his son has gone from being excited about attending school to being upset and hesitant.
Despite repeated requests the school never supplied an individual learning plan, behaviour management plan or strategies to support Marcel integrate into the school.
They’ve made it clear they don’t want him at the school.
‘I feel they are failing to meet their disability strategy guidelines and disability and support requirements.’
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.