Xu
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 a classroom of 25 students, a teacher is already faced with multi-levels of abilities, different learning needs, and often some behavioural issues. Teachers do their best to give the level of attention needed to each and every student in the classroom.’
Xu has been a teacher for more than 20 years. He told the Royal Commission the education system is failing students and teachers because there isn’t enough support for students with disability.
Recently, Xu had a student with autism in one of his classes.
He designed an individual learning plan, prepared learning resources to use in the classroom and developed a way to assess the student’s progress.
However the school wasn’t able to provide any additional support for the student.
‘He is not entitled to an education assistant (EA) as his autism is not deemed severe enough,’ Xu said.
If the student had an EA, Xu said, he would have been able to work through the learning plan effectively. Without an EA, Xu struggled to teach the student or help him.
Keeping the student and the other students safe became Xu’s priority.
‘He would crawl under and along the rows of computer desks where power cables and switches are present, break a computer mouse in pieces, lay on the floor like a starfish, lock himself in the cabinet, disconnect cables from the computer, throw a punch at the computer monitor.’
Xu couldn’t send the student outside because he was concerned he would run away. When he asked school management for help they told him they would send someone, but no-one ever arrived.
Xu was also concerned about the other students in the classroom.
‘Teachers suffer ongoing stress because they feel they have not been able give all students the level of attention needed for them to make the progress that is required by the syllabus.’
Xu wrote several reports and spoke to school management pleading for EA support. He also contacted the student’s parents but never heard from them.
Eventually management intervened but not in the way Xu wanted.
‘The student did not get EA time. He was simply suspended and then taken out of my class.’
Xu wants mainstream schools to provide EA support for every student with a serious learning disability.
‘I [have] heard the comment “teachers are not given special training” to include children with disability in their teaching. For inclusivity really to work in the mainstream classroom, what teachers really need isn’t extra training, but education assistant time.’
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.