Issues of Support of Children with Disabilities in Schools in Australia

Investigation and Critical Analysis

“To what extent is the Disability Discrimination Act of 1992 being breached within primary schools nationwide?

It is hard to imagine being discriminated against, harassed, and bullied due to a disability, underpinning an inherent part of the human condition (Feher, 2019). Moreover, the Commonwealth Disability Discrimination Act of 1992 (DDA) delivers protection for everyone in Australia against discrimination established on disability (Australian Network on Disability, 2019). In all parts of the world, disability is another influential breadth of human diversity like race, gender, and culture (Australian Government Department of Social Services, 2010). There are still widespread misconceptions and stereotypes about students with a disability, including, but not limited to, that they are a danger, an encumbrance, and even a “waste of time and educational resources” (Clarke, 2019). Moreover, it is not unusual to hear people express how they believe that students, with a disability, would be better off in institutions with “people of their own kind” (Feher, 2019). Sadly, they are at times often denied the opportunities to experience life, explore their potential, and achieve success, as it is assumed that their future is limited (Cologon, 2015). In a society whereby the values that dictate our lives include, power and wealth, physical ability, beauty, intelligence, autonomy, and self-control, many people with a disability are marginalized and devalued, due to misconceptions established in early education institutions (Human Rights Commission, 2018). However, the question that we should all be asking is, 'Why is the Australian Government unable to provide adequate educational programs and support, which are suitable for all people, regardless of specific learning requirements?' Comment by Georgia Williams: Or should I change it to Education?

Scope of the Study:

This investigation focuses on the Political and Legal Influences area of study. The intended outcome of this study is to conclude how primary schools comply with the DDA effectively to meet the diverse needs of learners and uphold the values upon the Act. This investigation aims to answer the question:

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1. To what extent is the Disability Discrimination Act of 1992 being breached within primary schools nationwide?
2. Thus, the following direct the discussion:

• How does discrimination and bullying from teachers and students influence disableyouth'shs education/ learning outcomes?
• To what extent does meeting the diverse needs of learners create the denial of opportunity of access to activities?
• What strategies can the Australian Government implement in order to support children with disabilities in schools? Comment by Georgia Williams: Or programs?Or: In what ways can the Australian Government better support learning outcomes and better support children with disabilities in schools? Comment by Georgia Williams: Or the Australian education system? Comment by Georgia Williams: Regardless of individual, specific needs

Methodology:

To achieve accurate and reliable information, this investigation will utilize both primary and secondary sources. Credible secondary sources, such as websites, magazine articles, review articles, and video lectures will be utilized to provide understanding and factual information into the research topic. Furthermore, this investigation will contain a number of primary sources through surveys, interviews, personal letters, diaries, and photographs. All results from surveys and interviews will be kept anonymous if requested, and it will be ensured that all participants will understand their ability to withdraw at any time. However, surveying parents and caregivers could lead to possible bias as people raise their children differently and thus, uphold different values, upbringing, culture, and beliefs. Moreover, the results will be cross-referenced with information sourced from secondary sources to ensure reliable conclusions. Comment by Georgia Williams: Academic journals? Comment by Georgia Williams: Do I need a better linking sentence?

How does discrimination in schools influence disabled youth's education/ learning outcomes? Comment by Georgia Williams: Education experience

The Australian Government’s disability discrimination policy is designed to break down, to the greatest extent possible, the social and economic barriers that prevent participation in mainstream education for students with disability (Association for Children with Disability, 2018). The Australian Government aims to implement programs to assist in reducing discrimination in primary schools and truly focus on fair, balanced, and effective principles to widen the opportunities for young students, in mainstream classrooms with disability (Cologon, 2015). Furthermore, outcomes such as adequate learning resources, access to goods and services, and equal opportunities should be at the forefront of any developing program. It has been noted that all current initiatives and strategies have been declared as unsuccessful in reducing discrimination in primary schools as learning outcomes have not improved (Australian Government Department of Social Services, 2010). Moreover, the Australian Government aims to reduce early drop-out rates and works in partnership with countries such as China and India, to ensure that children with a disability are a leading priority in educational institutions (Australian Government Department of Education, 2018). Comment by Georgia Williams: Review sentence- trying to state how if children are comfortable in primary schools and early education, there are more likely going to enjoy high school, and thus, not drop out.

Figure 1: among students aged 3-14 who served under the Individuals with the Disabilities Education Act (IDEA) who exited school, percentage who exited for selected reasons, by race/ethnicity: School year 2016-17 (Australian Government Department of Education, 2018).

Furthermore, a study conducted by the Australian Education department found that students who had a negative experience in primary schools, were more likely to receive a certificate of completion, modified diploma, or similar document, but not meet the same standards for graduation as for students without disabilities, see Figure 1 (Australian Government- Department of Education, 2019). Discrimination faced among children with disabilities, such as physical, developmental, intellectual, emotional, and sensory disabilities are at an increased risk of being bullied and discriminated against in schools nationwide (State Government of Victoria, 2019). Moreover, the National Disability Strategy revealed that, in 2017-18, the number of students aged 3-8 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 3.5 million, or 16.09 percent of all public school students across Australia, see Figure 2 (Australian Government Department of Education, 2018). Thus, research has proved that bullying in early education has a detrimental impact on a child’s inability to concentrate, loss of interest in academic achievement, and vastly increases the chances of dropping out before high school (Australian Government- Department of Education, 2019). Comment by Georgia Williams: Change word Comment by Georgia Williams: Does this mean primary schools or moreso kidneys?

Figure 2: Percentage distribution of students aged 3-8 served under the Individuals with Disabilities Education Act (IDEA), by disability type: School year 2017-18 (Australian Government Department of Education, 2018).

However, a study conducted for the National Disability Strategy, revealed that the Australian Education system is chronically under-funded and staffed by teachers who received little or no training with regard to disability (Equal Opportunity Commission, 2019). Furthermore, through the study, parents reported frustration at their lack of choice of educational setting and thus, the desperate lengths they went to in order to ensure their child had basic needs addressed (Cologon, 2015). Furthermore, a recent study conducted by Disability Services Australia proved how in 2017, the percentage of students served under Individuals with Disabilities Education Act (IDEA), who spent most of the school day inside general classes was highest for students with speech or language impairments (87 percent), see Figure 3 (Australian Government Department of Education, 2018). Sadly, many families have expressed feelings of frustration and despair regarding the education system, and ultimately believe that they were left to “fill the gaps” in the service system, in order to meet a significant proportion of their needs (Lenco, 2019).

Figure 3: students aged between 2-10 served under the Individuals with Disabilities Education Act (IDEA) percentage who spent various amounts of time inside general classes from January 2000 through January 201 (Australian Government Department of Education, 2018).

To what extent does meeting the diverse needs of learners create the denial of opportunity to access to activities?

Meeting the diverse needs of learners to grant equal opportunities and access activities is a contentious issue prevalent amongst schools nationwide. Inclusive education is an integral attribute of schooling and has the ability to dictate a number of economic, social, and individual returns, ultimately beholding the potential to shape lives (Feher, 2019). Moreover, the National Disability Strategy has given a significant improvement to such vision regarding “inclusive and equitable education,” with important international declarations and national legislations being established (Clarke, 2019). However, with such developments, it must be noted how the Disability Discrimination Act of 1992 is being breached through the failure to “provide funding and provision of disability services in accordance with certain principles (Federal Register of Legislation, 2018).” As a result of this, children with disabilities in the Australian Education system are more likely to drop out before completing five years of primary schooling and are least likely to transition to secondary school or higher education (Australian Network on Disability, 2019). The Equal Opportunity Commission reported that the majority of caregivers with disabled children in the public education system believed it was created through a “one-size-fits-all” method, that hinders choice and opportunities (Lenco, 2019). Furthermore, this leads to the belief that government programs are structured around organizational needs, rather than focusing on the meeting the diverse needs of learners with disability (Australian Network on Disability, 2019). Furthermore, many caregivers argued that the service system is so fundamentally flawed as to be beyond “Band-Aid” solutions, requiring a paradigm shift to deliver lasting change (Feher, 2019). Thus, in order to meet the diverse needs of learners with disabilities requires the education system to evolve from a welfare model of service provision to a person-centered approach that sees services not as charity, but as a social investment in realizing the potential of students with disabilities, see Figure 4 (Australian Government Department of Social Services, 2010). Furthermore, more funded programs must be implemented in order to support learning outcomes and create an equal access to opportunities. Additionally, to meet the diverse needs of learners, teachers need better training and support underpinned by principles of inclusion. Comment by Georgia Williams: Or department.

Figure 4: developing country partners also plan to strengthen their education systems by addressing the educational needs of children with disabilities. Specific activities include improving disability data collection, scaling up inclusive education pilot projects, collecting data on children with disabilities, and ensuring effective coordination strategies between the various ministries responsible for supporting children with disabilities (Australian Network on Disability, 2019).

What strategies can the Australian Government implement in order to support children with disabilities in schools? Comment by Georgia Williams: How increased funding can assist, but is not the ‘cure’. Comment by Georgia Williams: Or the Australian education system?

The Australian Government are inadequately supporting children with disabilities by not providing essential learning support and by administering strategies to permeate without superseding. Australian schools, mostly, deliberately disregard disability standards through rejecting school places, denying the opportunity of access to activities, and offering minimal support to young students with disabilities (Millard, 2019). Research shows that this is becoming more of a concern, however, not a simple issue solvable via monetary funding (Lenco, 2019). In order for the Australian Government to effectively recognize all children as equal learners, holding an equal capability to succeed in life, regardless of their individual circumstances, will need to eradicate low expectations of students, as it will only contribute to depicting attitudes of discrimination and failure (Williams, 2019). Thus, it is integral to recognize that prisons are not full with kids who went to $40,000 private schools, perhaps they are full of people with speech problems and autism, who had a poor experience at school and did not receive enough support via school-based, government programs (Cologon, 2015). However, the lack of services and support only further barricade the options available for students with a disability, rather than a facilitator of their participation (Equal Opportunity Commission, 2019). Moreover, such a disability service system supported by the Australian Government has been classified as under-funded, under-resourced, and ultimately struggling against a plethora of unmet requirements (Millard, 2019). However, if the Australian Government increased their funding for programs by 10%, it will not only allow for adequate materials and staffing to be supplied but also increase attendance rates in schools by providing all-inclusive, supportive learning materials for all students (Clarke, 2019). However, it must be noted that personal, financial aid is available through the Disability Support Pension (DSP), which provides financial aid to Australians and their families (Cologon, 2015). Additionally, it was noted that in June 2015, 800,000 Australians with disability were receiving the DSP, See Figure 5 (Lenco, 2019). Furthermore, if the same funding was implemented in the Australian Education System, will enhance adequate staff training. Perhaps if the same funding was tailored to support all students, and schools were held accountable for their funding to certify it does support the students it is intended for (Williams, 2019). Thus, to develop a better strategy, with stronger budgeting for programs, the Australian government must consider how disability and mainstream policies can work in partnership, more efficiently and what new initiatives are required to sustain longevity for a better future of education (Australian Institute for Teaching and School Leadership, 2018). Comment by Georgia Williams: Might need to reword this…? Comment by Georgia Williams: Does this need capitals?

Figure 5: the Disability Support Pension, over 800, 000 Australians with disability were in receipt of DSP at the end of June 2015- equal to around 5 percent of the working-age population, and a further 100,000 people with disability were receiving other benefits such as Better Start allowance (Equal Opportunity Commission, 2019).

Conclusion:

Disability is a defining social, economic and worldwide issue, which is sadly still evident in Australian primary schools. It is an area in dire need of further acknowledgment, investigation, and funding to allow meaningful progress to be made to end the stigma surrounding disability. They need to address how people and families with disabilities want their human rights recognized and thus should be entitled to the same rights that everyone else in the community takes for granted. They need to allow self-determining programs to flourish such as Education for All and Better Start and actively promote such government programs better throughout schools. They have the aim to address additional factors such as having a real political and societal mandate to reduce the stigma associated with disabled persons in the education system. All programs, initiatives, and strategies implemented by most Australian schools, regardless of their individual limitations, have ultimately contributed to the gradual increase of 11.6 percent of early dropout rates among disabled students before reaching senior education (Clarke, 2019). Therefore, Australian primary schools are not effective in supporting disabled children in the education system nationwide. Furthermore, due to the lack of financial support to improve education programs and outcomes, not all children living with a disability across Australia are able to benefit or access such initiatives. Only through a clear reduction in the inequality between disabled and non-disabled persons, and academic results can the Education Department better support such educational programs. The Australian Government must make fundamental changes to their policies and programs as the national ideal of a ‘fair go’ is still only imperfectly extended to the people with disabilities. Until the concept of disability disappears and is replaced by a society that is structured to support everyone’s life relatedness and contribution- until that day their lives and opportunities depend on the goodwill of people in the human service system. Goodwill is no substitute for freedom. Comment by Georgia Williams: Italics y/n? Comment by Georgia Williams: This could be stronger Comment by Georgia Williams: Is there another word for disabled? Comment by Georgia Williams: Can I say this? Comment by Georgia Williams: This is copied so needs to change.

Reference list

Interviews:

1. Clark, A 2019, Interview by 312255W, Adelaide, 5th of May
2. Feher, C 2019, Interview by 312255W, Adelaide, 26th of May
3. Lenco, A 201, Interview by 312255W, Adelaide, 1st of June
4. Millard, R 201, Interview by 312255W, Adelaide, 18th of June
5. Williams, M 2019, Interview by 312255W, Adelaide, 2nd of July

Sources:

1. Association for Children with Disability. (2018). Bullying and Discrimination. Retrieved from Association for Children with Disability: https://www.acd.org.au/bullying-discrimination/
2. Australian Government Department of Education. (2018). Australian Government Department of Education. Retrieved from Students with Disability: https://www.education.gov.au/students-disability
3. Australian Government- Department of Education. (2019). School Quality in Australia: Exploring the drivers of student outcomes and the links to practice and schooling quality. Retrieved from Australian Government- Department of Education: https://www.education.gov.au/school-quality-australia-exploring-drivers-student-outcomes-and-links-practice-and-schooling-quality
4. Australian Government Department of Social Services. (2010). National Disability Strategy 2010-2020. Retrieved from Disability and Carers: https://www.dss.gov.au/our-responsibilities/disability-and-carers/publications-articles/policy-research/national-disability-strategy-2010-2020
5. Australian Institute for Teaching and School Leadership. (2018). Establishing a program inclusive of children with disability. AITSL.
6. Australian Network on Disability. (2019). Disability Discrimination Act. Retrieved from Australian Network on Disability: https://www.and.org.au/pages/disability-discrimination-act-1992.html
7. Cologon, K. (2015). Inclusive Education in the Early Years. Cologne.
8. Equal Opportunity Commisison . (2019). Equal Opportunity 4 Schools. Retrieved from Equal Opportunity Commission: https://eoc.sa.gov.au/eo4schools
9. Federal Register of Legislation. (2018). Disability Discrimination Act 1992- No. 135. Retrieved from Disability Discrimination Act 1992: https://www.legislation.gov.au/Details/C2018C00125
10. Human Rights Commission. (2018). ACCESS TO EDUCATION FOR STUDENTS WITH A DISABILITY: BARRIERS AND DIFFICULTIES. Australian Human Rights Commission 2019.
11. State Government of Victoria. (2019). Framework for Improving Student Outcomes (FISO). Retrieved from Victoria Education and Training: https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/FISO.aspx