You have just returned from an advocacy service with a client. You write down your recount of the events that unfolded in order to organise your thoughts: MY RECOUNT: The Supervisor advis

Scenario 2
You have just returned from an advocacy service with a client. You write down your recount of the events that unfolded in order to organise your thoughts:
MY RECOUNT:
The Supervisor advised me that I had been assigned to go and visit a committee, formed of a group of parents, who all have children with disabilities. As far as I knew at the time, they called the agency with concerns for the rights of their children when attending school.
Upon arrival at the committee meeting, I introduced myself and asked each person their name. There was
one person, Sally, who acted as the figurehead of the group and did most of the talking. I asked Sally to explain the group concerns. She informed me that their five children were all experiencing difficulties at
school. The main concerns were:
Accessibility around their school campus is very limited. some of the children are in wheelchairs and
remain unable to enter their new classrooms
Mild intellectual disabilities not being nurtured – e.g one of the children has dyslexia and finds it hard
to keep up in class – no additional support
Lack of Aide staff – 1/10 students at this small school has some kind of disability and the school has
still put off applying for government funding to support these children
There is an undesirable marginalisation of these children. Sally emphasises that she visited the school one
year ago to express her concerns to the Principal. During the meeting, the Principal advised that while it was
out of his control, he would see what could be done to improve the situation. Sally never heard back. The
other parents had similar stories.
I asked the parents wheather or not they had explored other eduction providers capabilities in the area
however they advised there are no other schools within a 50km radius, hence their children have no choice
but to attend this private school.
I asked the parents what their desired outcome was; all concurred that only small changes needed to be made to meet their objectives and make their children’s lives happier by improving their student experience
with:
better accessibility (e.g. disability ramps, elevators)
a student aid or Special Care Unit for students with disabilities, as current teaching staff cannot
manage their additional needs on top of an at-capacity classroom
I assured them I would assist, suggesting that we start by writing a group letter to the Principal to inform him
Of the parent’s requests. Some parents were worried thatbhe wouldn’t take it seriously, however I informed
them that, while there will be some barriers, The Disability Standards for Education 2005 validates their
children rights:
“The education request must take reasonable steps to ensure that the student is able to participate
in the courses or programs provided by the educational institution, and use the facilities and services
provided by it, on the same basis as a student without a disability, and without experiencing
discrimination ”
In relation to adjustments to record to the school’s offerings ” the education provider must take reasonable
steps to ensure that any adjustment required to be made is made with in a reasonable time,” – The
Principal took one year
” IF a specialized support service is necessary for the students to be able to participate in the activities
for which he or she is enrolled, and is of a kind that is not provided by the provider, the provider must
take reasonable steps to facilitate the provision of the service to the student by another person or
agency ”
Sally was immediately frustrated by the last point. She was annoyed that the school does not have to
Personally offer the services, they can refer the student out to another person or agency”. I Immediately
Explained to her that it isn’t the school’s fault necessarily; they would need a huge amount of funding to build
a new Special Care unit. Sally was irritable, but conceded. I reassured her nonetheless and provided her
with information on the barriers and difficulties:
Australian Human Rights Commission (1996), Access to Education For Students With A Disability:
Barriers and Difficulties, (https://humanrights.gov.au/our-work/access-education-students-disabilitybarriers-
and-difficulties)
The remaining parents seemed hopeful and agreed to write a letter to the Principal. I advised them that there
is hope, however, to be prepared in the event the school cannot obtain sufficient funding for one of the
objectives (being the special care unit). They all considered their expectations and agreed that it would be
sufficient for the school to employ one teacher’s Aid and install accessibility ramps.
I helped them write the letter and said goodbye, informing them I can be available to assist them when they
have a meeting with the Principal.