Dear Committee Members,
RE: SUBMISSION TO THE INQUIRY INTO SUPPORT FOR AUTISTIC CHILDREN IN WA SCHOOLS
I am writing this submission as a mother of two young girls, one who is 8 years old and has been diagnosed with autism (PDA profile), and another who is 6 years old and is currently awaiting diagnosis. Both have experienced periods of school refusal. I’d like to address the three points in the terms of reference for this inquiry:
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Prevalence of Autism
The prevalence of autism has steadily increased over the past decade, underscoring the urgent need for support. My 8yo attend a Montessori school where approximately one in three students have additional needs including autism. The metaphorical ‘canaries in the coal mine,’ autistic children, are revealing to us that our education system, originally designed for economy over effectiveness, is no longer serving the best interests of our children. Autism is not a rare condition and that our education system must adapt to cater for these children adequately.
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Current Support Available for Autistic Students
In my experience, the current support for autistic students in WA schools is insufficient. The staff at both of my daughters’ schools (a private Montessori school and a language development centre) have demonstrated limited understanding of autism and ADHD.
This lack of understanding extends to key aspects such as ‘masking’ - the way autistic people often suppress their autistic traits to fit in with their peers - and the high levels of anxiety often associated with autism. As a result of this lack of understanding, there has been inappropriate querying of our parenting, rather than a comprehensive approach towards understanding our daughters’ needs. The reality that we are forced to pathologize our children’s differences to obtain support and accommodations, underscores the pressing need for change.
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Strategies that Support Schools to Respond to Autistic Students
To address these issues, comprehensive autism-specific training should be provided for all teaching and support staff. This would enhance their understanding of autism, ADHD, and related concepts such as masking and anxiety.
Moreover, the establishment of specialist schools or programs designed to cater to neurodivergent students could significantly improve outcomes. For instance, Big Picture schools, which focus on individualised learning plans and real-world education, have shown great success in other areas. Unfortunately, there are currently no such schools in Perth’s northern or central suburbs.
As my daughters approach high school age, my concern about finding suitable placements for them intensifies. The lack of options and understanding within mainstream schools creates significant barriers to their educational progress and mental wellbeing.
In conclusion, while progress has been made, the current state of support for autistic students in WA schools is inadequate. We must strive to ensure our education system is accessible, understanding, and supportive of all children, including those with autism and other neurodivergent conditions.
Thank you for considering my submission. I trust that the committee will take my experiences and those of other families into account as you examine this vital issue.
Yours sincerely,