Kelly Vincent – 5RPH Interview on Disability & Access to Education Select Committee
14/10/2015
On 14th October 2015, Dignity for Disability MLC Kelly Vincent was interviewed on radio station 5RPH to discuss the experiences of students and families in the education system that have been heard by the Disability and Access to Education Select Committee thus far. Here is the audio and transcript from the interview.
Pam Green: Time now to welcome to 5RPH, Dignity for Disability MLC Kelly Vincent. Hi Kelly.
Kelly Vincent: Hi Pam.
Pam Green: Well we know that the Select Committee that you established and that you chair is looking into the experience of people with disabilities in our education system. We know it’s received a number of submissions. What are the general themes contained in the submissions? Because aren’t they from organisations and service providers like Autism SA, speech pathologists, Council for the Care of Children, Education Union, the Independent School system and even the Catholic School system?
Kelly Vincent: Yes, absolutely. We are looking at all sectors of the school system here because we absolutely want to get a holistic picture of what is happening in all schools in terms of the treatment of students with disabilities and the opportunities given to them or not given to them as the case may be. And there is certainly unfortunately, a number of recurrent themes we are identifying through the submissions we have received. I think we have received around 50 submissions thus far and we’ve only really just started to take evidence. I think that really shows the high amount of interest in this issue. Some of the recurring themes are things like schools being accused to have an agenda of wanting to force students out of the school because they identify the student as being in the ‘too hard basket’.
Pam Green: Mmhmm
Kelly Vincent: Often I think the submissions identify that relationships between families, students and schools are characterised by conflict rather than being focused on the holistic support for the child. So we hear a lot of stories about students with disabilities not being given the supports they need to reach their full social and of course academic potential. And these could be material supports, such as SSO hours; or additional supports in terms of text being given in the form that they need it, whether that be in large print, in easy English or something else; or in the attitudinal support. And of course if a staff member has already made a decision about this student on the basis of their disability, of course that child is going to observe that attitude and that could reflect low self-esteem. And unfortunately we have heard a number of stories about students with disabilities having low self-esteem, often leading them to take very drastic measures because of the kinds of attitudes they are allegedly experiencing. And we know that young people do pick up the messages that they receive from the people around them from a very young age. Either from their peers, or perhaps even more unfortunately from the teachers who are supposed to be supporting them. So I think to put it in a nutshell, we are hearing a lot about students with disabilities carrying the burden of low expectation. Where schools make a decision on their potential, based on the fact that they have a disability not based on what the individual’s talents might be. Because we are hearing of this happen even when a student might have an above average IQ. So we’re hearing of students carrying the burden of low expectation, which is translating I suppose into them not reaching their full social and academic potential.
Pam Green: And what about the personal stories from parents and advocates about the experiences of young people, what are you hearing there?
Kelly Vincent: Well certainly we are hearing some very concerning stories. For one example, a year 6 student who is on the autism spectrum once soiled his clothes and then became anxious and upset. The student’s mother alleged that the teacher had been telling her son that he stinks, this then prompted a meltdown which lead to his expulsion from that school. And this is from a public submission so I’m able to mention just this one example. So again, I think that’s just one example of rather than a student being given the support that they need when they have in this instance soiled themselves in some way. And I think it’s important to point out that all young people might experience soiling themselves in class at some point particularly during their young lives, whether they have a disability or not. So it’s absolutely disappointing to hear of a teacher to not give a student, who’s probably really anxious, support their need to actually get over that event and clean themselves up and get on with their day. Rather they’ve given them a negative experience that leads to further behavioural meltdowns and other negative behaviours which ultimately lead to their expulsion.
Pam Green: And what if people still want to appear in front of the Committee or put in a submission are they still able to do that?
Kelly Vincent: Yes, there’s absolutely still time to give evidence to the Committee either through a written submission or you can request to appear before the Committee in person as well, and allow us to ask questions and deliver your statement in person if that’s what suits you best. So the best way to do that is to contact the secretary to the Committee who is Ms Leslie Guy, her direct phone number is 8237 9490 or her email is [email protected]. Or you can also address hard copy mail to:
The Select Committee on Disability and Access to Education
Parliament House
North Terrace
Adelaide SA 5000
Pam Green: As always, thanks for your time Kelly.
Kelly Vincent: That’s a pleasure, thanks for your interest Pam.
Pam Green: Dignity for Disability MLC Kelly Vincent.
