In Australia all children over 6 years of age have to attend school. This can be at the local public school, a Catholic school, an independent school or even homeschooling. So choosing the right school is a decision all parents have to make. For some, this is easier than for others.

For the parents of children with additional needs, this can often be a decision fraught with uncertainty. Once decided, they are then faced with the inevitable uncertainties of possible marginalisation, bullying, burnout, and questions of will my child cope academically, socially, and emotionally. 

Inclusion is embraced in the Australian educational system. It has been around since the 1970s. Once decided on a school, the school is obliged to take your child if they can make the necessary ‘reasonable adjustments’.

These adjustments refer to measures or actions that are practically possible. They are made to allow the student to access the same curriculum and to work towards the same outcomes as their peers.

The term ‘reasonable adjustments' is somewhat open to interpretation. For the school, it is about finding a balance between catering to the individual needs of students without compromising the learning experience for others.

Depending on whether the school is independent, public or Catholic, each system differs in how funding is applied in making reasonable adjustments. About three-quarters of children with a disability attend public schools with the AEU providing evidence that 13.1 % of children have additional needs but only five percent receive funded support.

Often it is the kids with Autistic Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Deficit (ADHD) that fall through the cracks when it comes to funding and making adjustments. Specifically, these are the kids that have average or above average IQ but often struggle with poor executive functioning, sensory issues, inadequate behavioural regulation, and social skills.

Teachers often label them as ‘challenging’ with the emphasis being on ‘containing’ their behaviour rather than looking at the bigger picture. These are the students that don’t always qualify for funding because their language skills are well developed and when they do qualify for funding it is often used incorrectly. 

As a parent, you are your child’s best advocate within the school system so you need to work for as much support as possible because regardless of whether a child qualifies for funding, they are still entitled to adjustments and support that allows them to access the curriculum. Also your role in advocating for your child will change as they move through primary school into high school.

So, what can parents do to ensure their child’s needs are catered for? Here are some basic rules which will go a long way to helping your child thrive at school:

1. Pick the right school

As parents, we naturally want what’s best for our children, and choosing the right mainstream school can often feel like we are going in blind. The reality is that only once you have seen a school’s policy in practice, will you know whether it is the best match for your child.

It’s important that you try to see as much in practice as possible – meet the teachers, speak to other parents, go to the open day, and ask to see the programs. Let the school know from the onset what it is you expect and judge how receptive they are. Every student’s experience of 'mainstream' will be a different one. That said, there are a few defining factors that really determine how effectively a school manages the diverse needs of its students.

At the heart of an inclusive school must lie a genuine belief that all students should have a fair chance at accessing the curriculum. These are the schools that can see the benefits for ALL students when there is flexibility and adaptation to the curriculum. A school ethos that embraces difference will more likely attract teachers that are committed to making the learning experience accessible to all.

“Teachers committed to inclusion can be seen as one of the most critical factors in the success or failure of inclusive programs.” D. Konza 2008.

2. Share and Seek out information

From the onset, try to share as much useful information as possible through the specialist learning team or counsellor. Any previous progress reports, specialist assessments, and diagnoses should be shared if teachers are expected to understand and cater to your child. You know your child best, so let the school know what you believe is best for your child.

Following this, ensure your child has a detailed ‘’Individual Learning Plan’’ drawn up and that this is shared with all those involved with your child. Insist on regular reviews. This allows for consistency and for his/her teachers to know exactly what they should be focusing on, and the level, and type of adjustments which should be made. If adjustments are made correctly often all students can benefit from them.

Know your child’s rights and research which external agencies are available to collaborate with the school and support your child. This is especially important in the senior years as your child prepares for more formal types of assessments and also in building those life skills that will set them up for adulthood.

3. Communicate & Collaborate

Establishing a strong partnership between home and school is crucial. Particularly for students with ADHD or ASD where the best approach is often a multidisciplinary approach. This means that the classroom or subject teachers have support and specialist professionals to consult with when making adjustments.

As a parent, stay in touch with what is going on in the classroom as much as possible. Again, request to see programs, assessment criteria and resources. This also allows you to be aware of the genuine adjustments that are being made in the classroom and allows one to assess their effectiveness.

Because of the diversity of students with ASD/ADHD there is ‘no one size fits all’ when it comes to modifying the curriculum. Adjustments can be made to the curriculum content, instructional processes, method of assessment or to the actual environment.

With students that are 'high functioning,' it is often harder for teachers to understand when and where adjustments need to be made. These students often need more help with the organisational aspects of learning. They need information or tasks broken down through visual templates, scaffolds and time frames. Above all else they need support navigating the social fabric and understanding the subtle nuances of school life.  

Parents choose a mainstream school because they want their children to be a part of the community and to feel a sense of belonging. Every child deserves the same educational opportunities and deserves to develop the best of themselves. Ensuring your child gets this in a country like ours should not depend on sheer luck. As parents we need to be informed about all the available resources, be prepared to advocate for every last bit of support, and then vigilantly monitor this is being put into practice, to ensure our children don’t just survive but thrive at school.

Below are some useful links:

Lives in the balance

Children with difficult behaviour

Contributor:

Andrea Healy is a regular contributor to MyCareSpace. She is a mother of two children and has worked as a special needs teacher for over 10 years. Andrea is adored by her students and is a highly respected professional, whose opinion is sought out on a regular basis by schools, parents and her peers.