Let's End Ableist School Reports - Part 2

I spoke to my kid's class about Autistic brains, this is what my kid wrote about it in their workbook.

I recently took a stand against an ableist comment on my kid’s school report (read about it here).

I wrote to the Disability Royal Commission I complained to the Department of Education, asking for:

• removal of the comment

• education for staff, so the same thing doesn’t happen again

Weeks later, a phonecall from the Department of Education Regional Office who said:

Sorry. We can’t just remove the comment. School reports are an academic decision by teachers. We can’t interfere.

(I think: So discrimination is ok, as long as it’s on a school report? Because then it’s an “academic decision”?)

"I understand reports are academic. But I don’t want this to happen again. To my kid, or any disabled kid."

They replied: The school needs to hear where you’re coming from. I think you should meet with the principal. You’ll need to resolve this with them, because we can’t interfere.

I agree to a meeting. I sit with the principal, classroom teacher, and school administration officer. I suppress my Autistic urge to launch into a frank discussion on ableism. I perform neurotypical small talk until they signal we are getting to the point.

The principal is surprised about my complaint. They know their staff won't have heard of ableism. But they are always keen to improve.

"I understand. Ableism is something I'm still learning about too! Thank you for meeting with me."

I am told they can't remove the comment, although no one in the room can really work out why. It just hasn't been done before. They agree to find out if it's possible. They understand this is important for my child, and other children.

My heart lifts. Willingness to listen, and improve. This gives me hope.

I explain, checking the notes I'd prepared on my phone as I go.

"When I say ableism, I don't mean teachers dislike disabled kids, or want to treat them badly. Not at all! Everyone has biases about things, including disability. Ableism is also about schools being designed for non-disabled people, not just the physical buildings, but the whole curriculum. This puts disabled people at a disadvantage. It's what we call the Social Model of Disability."

"We have loads of evidence. There are inquiries into Australian school suspensions, and reports from the Disability Royal Commission. Disabled students are suspended more, bullied more and have worse mental health. Disabled students in Australia don't get fair accommodations at school."

"Neurodivergences, like autism and ADHD, are often invisible disabilities. There's a tendency to think these are different to physical disabilities. Some teachers think kids can choose to turn their disability on and off, because their skills and level of support vary. But it's definitely NOT a matter of choice for these kids. Variable skills are a normal part of autism and ADHD."

"The great thing is, we can change our biases, including the language we use. We can make systems fairer. Neurodivergent disabled kids need accommodations and adjustments just like kids with physical disabilities. Like wheelchair users need wheelchairs and ramps. I think this is a useful way to think when you write school reports."

I check if this makes sense. It does, but reports are just not something they've had parent input with in the past.

"That is understandable. I don’t think parents should be measuring academic skills!

But, even though these are academic reports, they’re not exempt from human rights.

So if someone makes a sexist, or a racist, or an ableist comment, we should make sure we can fix it. If there isn’t a way, that’s something I want to change.”

I thank everyone and leave. I’m swinging between feeling like every bit of progress is great. Then overwhelmed by how far there is to go to make schools inclusive.

Later I chat with my 7 y.o.

“Hey do you remember I asked you if I could write to the school to change a comment on your report?”

“You mean the one that was really unfair? Because it said I shouldn’t need so much help.”

“Yep that one. Well I had a meeting with the principal about it today.”

“What happened at the meeting?”

“They didn’t change it yet. But they said they’re going to work out how.”

“Good."