Let's End Ableist School Reports Part 3

Neurodivergent Family Working Together

Last year I blogged about taking a stand against an ableist comment on my kid’s school report.

I know teachers don’t set out to discriminate. They genuinely want to help students. It’s just that schools are designed for non-disabled people. That means: unless you make reasonable adjustments, disabled people get left out. Or, we have to spend a whole lot more time, money and effort just to have a go at life’s opportunities. This problem is known as ableism.

At first I had trouble getting the school to listen to my point of view. But I persisted, and was THRILLED when they understood. Read about that here.

But what I also needed was the comment removed from my kid’s report. Our school promised to take on the task.

9 weeks later the school team ask to meet with me again. The Principal, Vice-Principal and I sit together.

In the advice they received, the school report can't be altered. But they as school representatives can write a letter to me stating what they SHOULD have written. Unfortunately it seems they can't access and change the report themselves.

I am not thrilled that this means upholding an ableist school report, and how it will shape my child's self-view.

But I AM excited the school found a way to take action.

We draft the correction letter together. It’s signed and issued to me the same day, and this is how we agree:

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The comment [on the school report] would be better written ‘(Child) has enjoyed working with an Education Assistant to engage in the completion of many class tasks.’

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I’m satisfied with the school. It takes guts to consider a different point of view. It’s brave to admit your status quo might not be fair.

But I still do want the official report changed. So I ask: “Did the DoE explain WHY the report can’t be changed?”

Nope. There isn’t a clear explanation. The meeting ends and I sense a little frustration from the school team about my closing question.

I wonder: do they think I'm being fussy?

I think: the school's response is marvellous. But having an unfair comment on my child's report is still a problem.

My next move is to go back to the DoE. I ask my question again. I request a response by email. I prefer written communication to a phonecall or a meeting, because writing supports my own communication disabilities.

The DoE promise to get back to me.

Feeling: resolved.

I need to fix this problem on my child's report. I will repeatedly, persistently, work towards my goal. Autistic people are known for “restricted, repetitive patterns of behavior, interests or activities”. Media stereotypes of autism like the character Sheldon Cooper from Big Bang Theory frame this as being rigidly pedantic. The medical model considers it an impairment. But this COMPLETELY fails to understand what our persistence is driven by. We deeply feel deviations from truth and fairness - Terra Vance of Neuroclastic wrote my favourite article of all time about this:

“Justice, equality, fairness, mercy, longsuffering, Work, Passion, knowledge, and above all else, Truth. Those are my primary emotions.”

So I can’t leave this injustice alone.

I picture Neurodivergent disabled people everywhere, working away, making systems fairer.

I think the Department of Education may underestimate me.

I am quietly confident.

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4 Days Later: Success

An email with new advice arrives.

It is possible to edit a signed report so the parent can be provided with an updated record of achievement.

The school will be told how to do this.

Then the report can be updated to everyone's satisfaction.

They even thank me for contacting and asking the question.

It was worth persevering!