Rafael
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.
Rafael is a young First Nations man in his final years of high school. He wrote to the Royal Commission about his experience in the education system.
Rafael was born with cerebral palsy and sustained a brain injury as an infant. At that point his grandparents became his foster parents.
Rafael’s grandfather took him to swimming lessons and hydrotherapy and each week an occupational therapist, physiotherapist and speech therapist came to the home.
His grandmother enrolled him in a First Nations kindergarten and he remains friends with people he met during this period.
‘This has helped me to keep in touch with my Aboriginal background and I am very proud about my Aboriginal culture.’
When Rafael started school, writing became a challenge. He also had difficulties with decision-making and literacy and numeracy skills because of his brain injury.
His first local school received special funding to support him. ‘But, in reality,’ Rafael said, ‘I got little, if any special support.’
Rafael’s grandmother then enrolled him in a school with a special program but he was only allowed to attend part-time and he ‘didn’t receive much support’.
‘In the end I received most of my education from my grandparents, as they taught me and spent extra time with me … They are both teachers … and they suspected that my funding had been directed into other areas, rather than supporting my needs.’
After a few years, Rafael returned to the local school but again he could only attend part-time. ‘I wasn’t allowed to spend time in the library even with supervision.’ Rafael’s grandfather would meet him at lunch and bring him home and his grandparents would ‘fill in the other half’ of his education.
Rafael’s part-time schooling continued for several years until his grandmother attended a meeting with other grandparents and discovered what the school was doing was ‘negligent and therefore illegal’.
His grandparents met school staff and department officials. ‘From this point onwards my school program changed immediately. I was able to attend full‐time and I had a special teacher to support me.’
Even though Rafael was not well supported by the school system for most of his education he considers himself fortunate.
‘I had the right people advocate on my behalf, especially my grandparents who did not give up on me or my education.’
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.