In The Media
A child starting school is an exciting milestone for any family but can come with concerns about how they will handle the transition.
For parents of children with disability, these worries can be even more intense, says David Roy from the University of Newcastle.
His research focuses on inclusion and supporting diverse learners, particularly those with disabilities.
“Common concerns are: Will their child feel safe? Will their child be welcomed? Will the child be isolated within a school setting?” Dr Roy says.
There are things parents can do ahead of the new school year to prepare, he says, including establishing effective communication with key school staff, and knowing what to watch for in those first few weeks.
Not enrolled somewhere yet?
If you haven’t already enrolled your child in school and are feeling unsure, Dr Roy says how welcoming a school feels towards your family is key.
“Some schools can be very welcoming, some can be quite resistant to enrol a child with disability, even though all public schools are required to accept [them].”
In Australia, your child with disability has the rightto go to a mainstream government, independent or Catholic school.
They might also be able to go to a government or independent special school.
“My advice to all families is you can feel a school’s ethos,” says Dr Roy.
“You can feel the warmth or the coldness of the school.”
Marayke Jonkers, president of People With Disability Australia, says parents should be clear with the prospective school about their child’s needs.
“If your child is an NDIS participant, and might have supports coming during school hours, or needs to leave during school hours [for appointments], ask how the school would work to make sure they are supporting that child and not letting that hinder their education,” she says as an example of what to discuss.
What to do before school starts
Meeting with the school ahead of the new year to be “honest” and detailed about your child’s needs should be a priority, explains Dr Roy.
“Don’t underplay any challenges, because they will become apparent.
“You want the school to be ready to support your child.”
He says highlighting your child’s strengths and interests is also important.
Ms Jonkers says some parents may feel overwhelmed by the language used in this setting.
“You find yourself at school thinking everyone is speaking a foreign language.
“What is an IEP [Individual Education Plan]? What is a reasonable adjustment?”
She says speaking to a professional like an occupational therapist can help inform on these matters.
Engaging those same professionals ahead of the school year means they can also support with learning, or helping your child make friends, Ms Jonkers says.
“There are lots of people out there whose job it is to do this all day every day with kids, who really want to help. Being connected to those people is something worth doing.”
NDIS may cover the costs for those who are participants, and subsidies may also be available through other avenues.
Ms Jonkers suggests parents organise for their child to spend time in the school environment outside of school hours before they start.
“So they can figure out what does it look like, feel like, smell like, sound like. ‘What do I have to do when I’m here? Where does my backpack go?’ Before you have all the extra stimulations of other students and the bell going off.
“Whether it’s due to a sensory disability, or not coping well with crowds, or even a physical disability like myself.”
Ms Jonkers says getting around school took her longer than other children as she uses a wheelchair and had to use ramps, and she would often be in trouble for being late to class.
“And as I kid, I didn’t know how to speak up about that.
“Having adults present when doing a ‘dry run’ … getting used to practising what you have to do, gives the child the best chance of success.”
Parents should ask who will be the designated contact person for the family during the school year, and familiarise themselves with their rights and their child’s rights.
Children and Young People With Disability Australia has resources to help with navigating the education system.
At home, Ms Jonkers says to talk about what’s ahead, and let your child know you are there for them.
“Talk about what school is going to be like so they’ve got a good understanding.”
What to look out for in those first weeks and months
In the beginning, Dr Roy says parents and school staff should be less focused on academic achievement and more concerned with if the child feels a part of the community.
“[They need] to feel safe, secure, welcomed and wanted.
“Once they feel they are part of the community, they will then want to develop their education.”
Watching your child’s behaviour will be the best indication of how things are going, he says.
“If they are not enthusiastic about going to school, you have to ask why.”
He adds that it is normal for children to regress in some areas as they adjust to the new environment.
Parents shouldn’t hesitate to have regular check-ins with the child’s teacher, Dr Roy says.
And when there are difficulties and parents feel frustrated, he says to try and keep emotion out of it.
“Always be very calm and recognise that you’ve got your kid’s needs as priority, but the school has to be aware of the whole school’s needs as well, and they won’t always match.
“There does need to compromise at times.”
Ms Jonkers says be prepared for any plans to change over time.
“Reality can be different — that’s where having built that relationship before school started can be really important.”
And include your child in discussions about their schooling, she says.
“They are the one that knows what didn’t work and are often very good at knowing what would work.
“[You don’t want them to] feel like everything is getting decided behind their back, and it will help them learn to speak up for themselves as they get older.”
Dr Roy says teachers want to see all children succeed, and that it’s a “two-way street”.
But if you can’t get on the same page, he says to trust your gut.
“Situations may change as the school months progress. [You may] recognise this is not a good fit.
“Listen to the school, trust the teachers, but at the same time trust your instinct.”
