NDIA Accountability Project

Submission 40 — Square Peg Round Whole WA — Inquiry into support for autistic children and young people in schools

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SQUARE PEG ROUND WHOLE WA

SUBMISSION TO THE EDUCATION

AND HEALTH STANDING

COMMITTEE INQUIRY INTO

SUPPORT FOR AUTISTIC CHILDREN

AND YOUNG PEOPLE IN SCHOOLS.

“Education shall be directed to the full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms.”

Article 13, United Nations International Covenant on Economic Social and Cultural Rights

Table of Contents

  1. Strategies in other jurisdictions that support school systems to respond

  • to the needs of autistic students, and the applicability of those strategies to WA.

  • Proposed Solutions

  • Inclusive Education

  • Neuro-affirming approaches to replace PBS and ABA

  • Performance Reporting

  • Training for education staff

  • Classrooms

  • Appendix 1: Member Comments

  • Appendix 2: Collaborative and Proactive Solutions (CPS)

  • Appendix 3: Exclusionary Discipline Data

1

Who we are

Square Peg Round Whole WA is a grassroots advocacy group that is the state chapter of a larger national group, Square Peg Round Whole. Our community of member advocates are almost exclusively parents and carers of neurodivergent and disabled children, who come from all walks of life and bring a diverse range of experience and expertise. Many of us are also neurodivergent and disabled ourselves.

Our members are parents, but they are also teachers, doctors, researchers, lawyers and healthcare workers, who are raising children who are autistic, have ADHD, dyslexia, anxiety, giftedness, trauma and dyspraxia among other conditions and disabilities. Although our member demographics are varied, their experiences of navigating schools are strikingly similar.

Our community was established by our founder, Louise Kuchel, just two years ago, and now represents around 2000 member advocates nationally. Our WA Branch was established twelve months ago and has grown exponentially since then – we have almost 400 active and engaged member advocates based in WA who are strongly committed to seeing significant education reform within the WA school system.

We are a committed collective seeking meaningful systemic change. We receive no funding, have no material or vested interests, and we have no income generating activities. Our member advocates are all volunteers, who give willingly of their time, energy and experience because of our shared belief that every child in Western Australia deserves the opportunity to realise their potential through their educational career.

Throughout this submission and in appendix 1, we have included direct quotes from our members on their experiences throughout the school system.

What we believe

Our community is united through our collective belief in a human rights-based approach towards education reform.

Specifically, our member advocates subscribe to our core principles of:

  1. Inclusive education: It is every student’s human right to be educated alongside their peers (both disabled and non-disabled), in the same classrooms and participating in the same curriculum. Our belief in inclusive education is underpinned by the UNCRPD definition of inclusive education.

  2. The education system must replace the current model of behaviourism with neuro- affirming, culturally responsive, trauma sensitive models of care. Behaviourism based responses (including PBIS & PBL) should be phased out of schools due to the harm it causes autistic and neurodivergent students and be replaced with practices such as Dr Ross Greene’s Collaborative Proactive Solutions.

  3. “Nothing about us, without us” – Autistic and neurodivergent voices must be heard in regard to issues and approaches that affect autistic and neurodivergent people.

Square Peg Round Whole WA (SPRW WA) welcomes the opportunity to contribute to this inquiry and strongly agrees with the premise that an inquiry into support for autistic children and young people in schools requires significant consideration.

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Comments on the inquiry

It is our view that the current WA school system fails autistic students on many levels, and that whilst some progress has been made in recent months (we specifically refer to the revised Behaviour Management Policy and Procedures and the establishment of channels for consultation and collaboration with people with lived experience of disability), far more needs to be done in order to improve education equity for autistic students.1

As an advocacy group, we hear time and time again of discrimination and inequity within the WA school system. Feedback from our members and our own research tells us that support for autistic students in schools is lacking. In particular, the deficits can be categorised into the following key areas:

  1. Segregation and integration instead of inclusion

  2. Use of behavioural practices, in particular Applied Behaviour Analysis (ABA)

  3. Over-representation of students in exclusionary discipline figures

  4. Informal segregation and removal either from school grounds or in the classroom

  5. Ableism and inaccessibility This submission will address the following Terms of Reference of the Inquiry by:

  6. Current support available for autistic students in WA schools Outlining the experiences of SPRW parent members and our research in each of the areas above, as well as specifically the classroom experiences of our teacher members, highlighting the need for improvement in current supports, and;

  7. Strategies in other jurisdictions that support school systems to respond to the needs of autistic students, and the applicability of those strategies to WA. Offer solutions to better support autistic students at school.

1 Student Behaviour in Public Schools Policy and Procedures EFFECTIVE .17 July 2023 - Policies

Department of Education

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  1. Current support available for autistic students in WA schools Segregation and integration instead of inclusion

Many autistic students are separated from their allistic* peers to receive their education, either through specialist schools or units or via “specialist” education support programs, such as Specialised Learning Programs (SLPs), within mainstream schools.

Currently there is no evidence that there will be a shift to inclusive schooling in WA. On the contrary, the WA government has confirmed that “The Department of Education will continue to respect parental choice by providing a range of options for students with disability, ranging from full inclusion at their local school to a specialist disability program at an education support school.”2

We find that this statement condones the denial to children with disability of their fundamental human right to inclusive education and is used as a shield against the duty of the WA government to ensure that right is protected and realised.

While human rights laws recognise a limited liberty of parents to choose for their children education that conforms with their religious and moral convictions, this does not extend to either a right of parents to choose education models that contravene human rights standards, nor does it impose on a government an obligation to provide such choice.

In his legal opinion for the Royal Commission into Violence, Abuse, Neglect and Exploitation of People With Disability (DRC) about the rights under international human rights law of students with disability to inclusive education, Professor Andrew Byrnes found that there is no international right or obligation to support “parental choice to segregate”.3

The United Nations Committee on the Rights of People With Disability (CRPD) has also stated in its General Comment No.4 (Right to Inclusive Education) about Article 24 of the UNCRPD that “education is the right of the individual learner and parental responsibilities in regard to the education of a child are subordinate to the rights of the child” (paragraph 10). 4

The CRPD also made it clear that segregated settings for students with disability are a form of disability discrimination and are incompatible with inclusive education, stating that “the right to non-discrimination includes the right not to be segregated and to be provided with reasonable accommodation” (paragraph 12).

As parents of disabled children, many of whom are disabled ourselves, we are deeply troubled by the use of the superficial mantra of “parent choice” by the WA government to defend its system of education in violation of the fundamental human rights of people with disability that Australia has promised to uphold.

*Allistic – non-autistic people 2 Hansard Extract: [COUNCIL — Tuesday, 11 October 2022] p4409b-4410a Hon Dr Brad Pettitt; Hon Sue

Ellery

3 p.2-3, see https://disability.royalcommission.gov.au/publications/public-hearing-24-andrew-byrnes-2020-analysis-article-24-crpd-and-note-travaux-preparatoires 4 CRPD – General Comment 4 http://www.ohchr.org/Documents/HRBodies/CRPD/GC/RighttoEducation/CRPD-C-GC-4.doc

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We know that parents are not actually choosing to violate their disabled children’s human rights but that the government has placed them in this position. Here, they have no option but to concede their children’s human rights in the face of the deep failure by the WA government to make sure that mainstream schools are inclusive and that students with disability are welcomed, respected, and supported to access education on an equal basis with their non-disabled peers in regular classrooms.

In their joint statement in 2022, the CRPD and the Committee on the rights of the Child reaffirmed that “the right to quality inclusive education is not compatible with sustaining two systems of education: a mainstream education system and a special/segregated education system”.5

In its recent “Guidelines on deinstitutionalization“ the CRPD in calling on governments to end all forms of segregation, including institutionalisation, and said that governments should refrain from using “choice” arguments to justify segregation on the basis of disability and that being forced to choose between services and support option that that do comply with the UNCRPD is not a real choice.6

Being given the choice of local schools that are not inclusive and do not provide children with disabilities with the environment and supports they need to thrive and segregated settings that may provide more supports but in an environment that separates students on the basis of disability and perpetuates discrimination are not real choices.

As parents who wish to ensure that our children’s fundamental rights are realised, we emphatically reject not only the idea that parental preferences about education settings should abrogate a child’s own fundamental right to inclusive education, but that the maintenance of discriminatory segregated settings is being done in our name.

“’Equal access’ to education is being confused with ‘Equal delivery’ of education - the only way education can be truly equal is if there is no difference between a list of the ways a student is ‘able to succeed’ and a list of the ways they are ‘allowed to participate.’”

Parent to SPRW

Behavioural Practices

The latest neuroscience-based evidence, and the critical evidence of autistic and neurodivergent students’ experiences in the classroom, show that the current approach to behaviour management in WA schools are both ineffective and inappropriate.

To appreciate the paradigm shift necessary, a full understanding of the status quo approach to behaviour management is needed, including an understanding of behaviourism and how it has permeated the WA school system.

Our member advocates have shared stories (a sample of which are included within this submission) of the impact of the current behaviour management approach on their children. These stories are frequently heart-breaking and paint the picture of neurodivergent (frequently

5 https://www.ohchr.org/sites/default/files/2022-03/CRC-CRPD-joint-statement_18March2022.docx 6 https://www.ohchr.org/en/documents/legal-standards-and-guidelines/crpdc5-guidelines-deinstitutionalization-including

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autistic) children labelled as having “challenging behaviours” or being “non-compliant.” These children, who exhibit what Dr Ross Greene identifies as “unlucky behaviours”’ are frequently subjected to disproportionate discrimination and inequity. They are more likely to experience restraint, seclusion, isolation, and exclusionary discipline. They are among those students that fuel the school to prison pipeline, who experience school can’t (previously known as school refusal) or who leave the education system at the earliest opportunity.®

In WA schools, the public education system relies heavily on Positive Behaviour Support (or Positive Behaviour for Learning), usually implemented at a whole school level, and under the guise of a multi-tiered system of supports and interventions. This approach is underpinned by operant conditioning, and frequently (often unintentionally) privileges neurotypical ways of being that autistic students can only emulate at significant personal cost. This is explored further in the section on “inaccessibility and ableism” below.

The fundamental premise of the current system is an emphasis on rewards and consequences, where compliance is obtained by coercion and expectations are adult-imposed and universal, regardless of student diversity and disability. Multi-tiered systems of support have instead become a series of escalating consequences, culminating in suspension or ultimately exclusion.

The current system, rather than improving school discipline and culture, has exacerbated the problem. Since 2016, suspension rates have increased steadily in Western Australia. This is explored further under “Exclusionary discipline” however it is worth noting here that this is not consistent with the national experience - Australia-wide, suspension rates have been decreasing.°

We know that behaviourism-based compliance approaches, including ABA and PBL are traumatising for neurodivergent students.‘° Our understanding of the research supporting behaviourism-based compliance has changed. It is no longer ethical to call the approaches “evidence-based”, as it excludes the opinion of the autistic person in preference of that of the carer’’ and it completely misses or ignores the difference between behaviours that are wilful and behaviours that are automatic (stress behaviours).’* Furthermore, there are approaches and therapies that are trauma-sensitive and are as effective as behaviourism-based compliance approaches in helping to achieve outcomes. “°

“Disability isn’t a behaviour. Disability can’t be behaviour managed out of a child. When the behaviour goes away, it means you are supporting the disability. Don’t be surprised when the supports are removed and the behaviour returns. Behaviour is simply communication or

’ Dr Greene - https://livesinthebalance.org/parents-and-families/

8 Do we really have a frightening school to prison pipeline in this country? Only one way to find out |

EduResearch Matters (aare.edu.au)

9 See Appendix 3

10 H Kupferstein, “Evidence of increased PTSD symptoms in autistics exposed to applied behaviour analysis’, January 2018 4(3) Advances in Autism

11 Neuroclastic - On ABA: Evidence-based Doesn’t Mean Good Therapy

12 Alliance Against Seclusion and Restraint - Questioning the evidence behind evidence-based approaches

13 Autism CRC - A review of evidence for interventions for children on the autism spectrum (Summary 2 of 2: Umbrella review)

indication that a child has a problem they can’t solve. Can we please have Ross Greene’s programs in all WA schools!”

Parent to SPRW

Applied Behaviour Analysis & Autistic Students

We are especially concerned by the heavy reliance on techniques and interventions from Applied Behaviour Analysis within the WA school system. Applied Behaviour Analysis is deeply embedded within the way the current system approaches autistic students. The Specialist Learning Programs for autistic students (of which there are now 18, with ongoing plans for expansion) as well as Early Intensive Intervention Programs (of which there are now 5) utilises segregated learning approaches to deliver applied behaviour analysis to autistic students in lieu of the education being provided to their allistic peers.14

Applied Behaviour Analysis has come under intense scrutiny in recent years, with many researchers, experts and autistic advocates calling for a move away from behavioural interventions altogether. Despite this, the WA school system offers no alternatives for autistic students, with SSEND also utilising ABA techniques when advising on how best to support autistic students.15

“When SSEND was called in by my child’s school, we were presented with a new IEP. For the first time, on the advice of SSEND, verbal communication was incentivised, and eye contact was added as a goal to be rewarded. I can’t even begin to explain how inappropriate this is for an autistic child with situational mutism.”

Parent to SPRW

At the annual meeting on June 9 to 14 2023, The American Medical Association (AMA) House of Delegates adopted a resolution (Resolution 706) entitled, “Revision of H-185.921, Removal of AMA Support for Applied Behavior Analysis” which can be found on pages 1179 to 1182 in the annual meeting handbook16. Excerpts from the resolution that call attention to the harm of ABA to autistic people are:

“Whereas, ABA practices are historically based in abuse such as holding autistic children’s communication hostage through the use of their devices as leverage, and denying basic rights such as food and toileting privileges”

“Whereas, Modern ABA still abides by the founding principle of making a child appear “normal” or “indistinguishable from one’s peers”, which serves to separate the humanity of the individual with autism from desired behaviors”

“Whereas, A 2018 study found that Adults with autism who have received ABA are more prone to suicide”

14 Department of Education - Specialised Learning Programs for Students with ASD 15 ibid

16 AMA House of Delegates Annual Meeting Handbook

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“Whereas, ABA has been repeatedly linked to Post Traumatic Stress Disorder (PTSD), with 46% of 460 ABA participants meeting the diagnostic threshold for PTSD in an online survey”

“Whereas, Adults with autism have been continuously outspoken about the trauma incurred by ABA practices experienced in their childhood”

The resolution Removal of AMA Support for Applied Behavior Analysis resolved that the AMA will

  1. … support research towards the evaluation and the development of interventions and programs for autistic individuals, and

  2. …work with relevant stakeholders to advocate for a comprehensive spectrum of primary and specialty care that recognizes the diversity and personhood of individuals who are neurodivergent, including people with autism, and

  3. … amend Policy H-185.921 “Standardizing Coverage of Applied Behavioral Analysis Therapy for Persons with Autism Spectrum Disorder” by… deletion [of all mentions of

ABA]

The cost-benefit of ABA as an intervention has also been explored recently with doubt cast over its effectiveness. TRICARE, the United States of America’s health care program for service members and their families, conducted an extensive investigation into ABA service offerings for beneficiaries diagnosed with Autism. The study17 is one of the largest ever conducted into ABA effectiveness. Of note it found that over a five-year period, program costs increased 129 percent whilst participation increased only 39 percent. Furthermore, a quarterly report18 found that most participants had little to no change in symptomatic presentation over the course of 12 months, with a small percentage worse off. Of the participants that did record improvement, it was not statistically significant.19

Across the two reports, conclusions were drawn about the effectiveness of ABA, specifically:

  1. “… the delivery of ABA services is not working for most TRICARE beneficiaries…”
  2. “ … the Department remains very concerned about these results, and whether the current design of this demonstration, as well as ABA services specifically, is providing the most appropriate and/or effective services to our beneficiaries diagnosed with ASD.”

The AMA removal of support for Applied Behaviour Analysis coupled with the findings from the TRICARE study places significant pressure on the WA Department of Education to remove ABA practices from schools. Continuing to use ABA in WA schools considering this evidence is unethical and financially irresponsible. It is imperative that new programs are adopted urgently to put a stop to the trauma being experienced by autistic students at school.

It is our view that the WA education system must follow the lead of Irish system, with a recent report stating “Behavioural interventionist therapies are ultimately founded on modifying disabled people’s behaviour to meet goals decided by others; often to conform more closely with neurotypical communication, behaviour and/or norms and therefore the Committee believe

17 Annual Report on Autism Care Demonstration Program for FY 2020

18 TRICARE Comprehensive Autism Care Demonstration Program_2_2019 (1) Autism Report

19 Therapist Neurodiversity Collective - ABA is NOT Effective: So says the Latest Report from the

Department of Defense

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cannot uphold the UNCRPD principles of autonomy, dignity, right to identity and freedom from non-consensual or degrading treatment.”20

Exclusionary discipline

Our member advocates have shared stories of repeated suspensions (often multiple suspensions per term in children as young as kindy age) and in a couple of cases, expulsions.

Exclusionary discipline is on the rise in Western Australia and has been for some time. Before the introduction of PBS as a behaviour management system in 2006, the percentage of total student population suspended was averaging 3.6 percent yearly. After 2006, the percentage of student population suspended yearly jumped to 4.2 percent and has been increasing at a rate of almost 0.1 percent until 2021. Alarmingly, since 2019 this figure has been around 5 percent with 2021 reaching a high of 5.5 percent of total student population suspended.21

The overuse of suspensions as a disciplinary response is a key factor in the current issues facing autistic students in WA schools. This discrimination also reflects wider inequities within the school system. First Nations and Disabled students are significantly disadvantaged by school discipline, and this is disproportionately so in WA. Disabled students are approximately twice as likely to be suspended than their non-disabled peers, and First Nations students are more than 300 percent overrepresented in suspension figures.22 These suspensions are often directly discriminatory and are the result of a lack of accommodations and supports, as well as a fundamental lack of understanding of dysregulation and the needs of autistic students. Time and time again we are approached by our member advocates, telling us of suspensions imposed for disability related behaviour, in direct contravention of disability discrimination laws.

“Our school acknowledges to me verbally that my child should not have been suspended at age 5 when he had an imputed disability. (But it certainly enraged and deteriorated our family’s trust and relationship with the school and compelled me to seek a diagnosis)”

Parent to SPRW

We have also heard from our members that suspensions are frequently used as a bargaining tool. Schools will not accept a student back after a suspension unless the parent agrees to a previously rejected strategy, such as planned use of restrictive practices or part time attendance.

“Suspensions or exclusions - school have said if we choose to send out child to more school (child is actually requesting to attend) they will have no supports or accommodations and will be subject to the school’s standard disciplinary code.”

Parent to SPRW

20 Joint Committee on Disability Matters

21 See Appendix 3 22 See Appendix 3

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Informal segregation and removal

Our member advocates, because of their belief in inclusive education, most frequently have children who are enrolled in mainstream public schools. Despite this, their children are still denied an inclusive education. Autistic students are often subject to informal segregation, through alternative learning arrangements.

These can include reduced attendance at the insistence of the school, impromptu requests for students to be collected early or being taught by an EA in a separate area to the rest of the class, often alone. They are refused attendance at school events, camps, and excursions, frequently under the guise of “what’s best for the child” or “being unable to cope.”

These strategies, although often well-meaning, act to reinforce difference, compound isolation and deny autistic students the school education that their non-disabled peers experience.

“Current school level 3 funded child goes to school 9-1pm for the last 12mths. Collaborative decision. Child would now like to attend more schooling and the school has said they don’t have the funding/resources. Basically no. You cannot attend.”

Parent to SPRW

Parallels can be drawn from the accounts shared by member advocates’ and those presented in the Brisbane hearing of the Disability Royal Commission. During the hearing, students and their parents testified about various challenges they encountered. For instance, one parent shared an incident where a teacher attempted to manage their child’s behaviour by isolating them from the rest of the class. Another issue highlighted was the prolonged part-time enrolment of a student.

The Royal Commission acknowledged the disproportionate use of exclusionary discipline against students with disabilities and recommended further investigations in this area. It specifically mentioned considering policy and regulatory measures to address the overuse of exclusionary discipline, particularly concerning First Nations students with disabilities and young children with disabilities. 23

They also addressed the lack of data and transparency in recording exclusionary discipline incidents, compounded by informal practices. It found that the school systems in New South Wales and Queensland do not consistently record and utilise data on denial or discouragement of enrolment, bullying, exclusionary discipline, and restrictive practices experienced by students with disabilities.

Research conducted by Square Peg Round Whole WA showed that Western Australia does not disaggregate student suspensions and expulsions data, resembling the situations in Queensland and New South Wales. Where data was available, we identified clear and dramatic disproportionality in the use of exclusionary discipline against students with disabilities and First Nations’ students.

“My child was suspended twice before the end of term one, Kindy (he was four). During one suspension, the deputy spoke to his classmates in his absence, telling them that ‘he was absent

23 Report on Public Hearing 7 - “Barriers experienced by students with disability in accessing and obtaining a safe, quality and inclusive school education and consequent life course impacts”

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today because he needed to learn not to be naughty’. No wonder he never made any friends in the playground – after that, they all thought he was a bad kid.”

Parent to SPRW

Inaccessibility and ableism

Member advocates frequently ask for advice on how to navigate inaccessibility and ableism at their child’s school. Through the compiling of this submission, members have recounted their experiences of inaccessibility and how this has hindered their child’s ability “to participate in courses or programs on the same basis as a student without disability” as protected by the Disability Standards for Education, Subsection 2.2 (3).24

“My child preferred to wander the classroom and listen during mat time rather than sitting and listening to the teacher. It was never disruptive, and they could always answer any question about the lesson. I was told that my child couldn’t have that as an accommodation as their wandering was distracting to the other students.”

Parent to SPRW

The barriers to accessibility identified by our members include:

  • Blocking therapists from entering school grounds to conduct therapy that aligns with student outcomes,

  • Using funding, or lack thereof, as an excuse to refuse support or accommodations to an autistic student,

  • Not consulting with the student, student’s carer, or therapeutic team on appropriate accommodations and supports,

  • Refusing accommodations or supports based on perceived impact to other students in the class or the insistence of equality over equity,

  • Suggestions from school that an autistic student may be better placed at a segregated specialised school or learning program instead of mainstream schooling, and

  • Physical barriers that create sensory overload for autistic students such as cluttered or bright classrooms and uniform policies.

Autistic students’ neurology is different to that of allistic students. Placing expectations on them to learn, play and interact in ways that are not congruent to their neurotype is traumatic and exhausting for autistic students. Typically, autistic students who are not included and accepted for their neurotype will either; mask their traits to appear neurotypical resulting in burnout or exit the schooling system altogether.

24 Disability Standards for Education, 2005

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“When you say we need to look into PDA (Pathological Demand Avoidance) supportive alternatives, we get eyerolls because the kids ‘just need a kick in the pants’”

Teacher to SPRW

Ableism in schools needs to be stamped out to provide safety and security for autistic students. When considering if schooling practices are inclusive of an autistic student, care should be given to respect their preference or style for listening, speaking, social interactions, play, learning and work. Examples include the revised whole body listening program25, augmentative and alternative communication (AAC), removal of tone policing, respecting autistic play styles and universal design for learning (UDL).

“My 7-year-old last year kept getting sent to the office for ‘not listening with his ears’ despite having a diagnosis of ADHD and Autism, and despite me telling the school teacher that my son was listening even if he was doodling on paper at the time”

Parent to SPRW

“Every time I tried to talk to my child’s teacher about their school work, the teacher would tell me about another child who could do it perfectly, and why couldn’t my child just be like them?”

Parent to SPRW

Challenges facing educators

As part of our work to create this submission, we sought the input of those member advocates who are also teachers and education professionals, asking them to share the issues or challenges they faced in supporting their autistic students. A selection of this feedback is included in the appendix to this submission, however the two major problems that appeared consistently through many comments received were:

  1. Class sizes & Teacher Workload
  2. Lack of quality, relevant training We were told of teachers who have literally hundreds of students to cater to, and of many of these students requiring differentiation or additional support. In all but early childhood classrooms, education assistant support is either minimal or inefficient (due to school policy directing assistants to teach students 1:1 rather than through teacher support or whole class assistance).

“I work part-time three days a week and have close to 200 students. That’s under two minutes per day one on one with each student during class time. For non-contact time, it equates to mere seconds per child to do all the other stuff.”

Teacher to SPRW

25 https://www.everydayregulation.com/

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“It is demoralising not being able to help my 150ish students plus communicate with their parents communicate with their parents adequately and meaningfully. No wonder we are burnt out.”

Teacher to SPRW

Despite the increasing complexity of classrooms and higher demand on teachers, many feel ill equipped and uninformed due to a lack of quality, up to date and useful training. Teachers felt that training made a fundamental difference, not only to their knowledge and understanding, but also to the attitudes and ability to connect with their autistic students.

Teaching staff who are also parents of autistic and neurodivergent children felt frustrated and upset by the way their own children are treated by the education system, particularly given their own attitudes, commitments, and dedication to handling those students themselves. They attributed much of this to the lack of training and ongoing development available to their colleagues in the public education system.

“In my experience as a teacher and parent of a neurodivergent child - training! Different teachers’ experience and understanding plus ability to connect with the student makes the difference between A and E grades. Class sizes also has a huge impact on this, in my opinion.

The (unintentional?) discrimination in the verbal and written feedback given to students over the years makes a huge difference, I think. The amount of feedback we’ve had that pretty much says “be less ADHD” is… just gross. I feel that if classes were smaller, teachers would have more time to provide formative feedback along the way, especially with group tasks or ongoing project-based tasks.”

Teacher to SPRW

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  1. Strategies in other jurisdictions that support school systems to respond to the needs of autistic students, and the applicability of those strategies to WA.

Proposed Solutions

Inclusive Education

An inclusive education can only become a reality for autistic students with a gradual shift away from segregation towards full inclusion. This transformation is an integral component of improving outcomes for autistic, neurodivergent and disabled students in WA, as well as ensuring that all students receive the quality inclusive education that is their human right and the obligation of government to provide in accordance with the CRPD.

Square Peg Round Whole fully endorses the Australian Coalition for Inclusive Education’s

“Driving change: A roadmap for achieving inclusive education in Australia”26

Benefits of inclusion

There is significant evidence to indicate that both disabled and non-disabled students benefit from an inclusive system.27 For students without disabilities, academic outcomes improve or, at worst, remain neutrally affected, because of the inclusion of their same-aged disabled peers.28

Further, substantial positive impacts on social attitudes and beliefs of non-disabled students occur within inclusive systems.29

For students with disabilities, the benefits of inclusion are clear. Full inclusion directly correlates with higher levels of academic achievement, social and emotional wellbeing and higher lifelong economic outcomes and independence.30

Neuro-affirming approaches to replace PBS and ABA

One of Square Peg Round Whole WA’s core aims is the adoption of CPS in the Western Australian education system. We share this aim with our Square Peg Round Whole counterparts in other states and at the National level. To date the petition to implement CPS in Australian schools has almost 22,000 signatures https:///www.change.org/CPSinAustralianschools.

26 https://acie.org.au/acie-roadmap/ 27 Alana - A Summary of the evidence on Inclusive Education 28 Ibid, p.8 29 Ibid, p. 12 30 https://allmeansall.org.au/research/

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CPS aligns to the revised WA Department of Education revised Behaviour Management Policy and Procedures.

CPS was proposed as an evidence-based solution in the recent inquiry ‘The issue of increasing disruption in Australian school classrooms’ by both the National and WA State branch of Square Peg Round Whole. The evidence supporting the adoption of CPS was highlighted in the National submission“, notably:

e There are already Australian schools who have begun implementing CPS with success, for example St Philip’s Christian College (SPCC) DALE and Mosman Church of England Preparatory School.

e CPS model has dramatically reduced discipline referrals, detentions, suspensions, restraint, and seclusion in schools as well as juvenile justice centres with the research available on the Lives in The Balance website https://livesinthebalance.org/research/

CPS is a cost-effective alternative to ABA and PBS. Livesinthebalance.org has existing teacher and parent training programs and videos and resources freely available. There are freely available resources on how to implement CPS in schools. There are also low-cost Professional Learning courses run by Dr Ross Greene. Dr Ross Greene has also met with both the NSW and SA Department of Education.

For further information on CPS and Dr Ross Greene’s work, please see appendix two.

We also endorse the South Australian Department for Education’s Free curriculum on Interoception**. Interoception is a pre- requisite skill for self- management and self- regulation. It provides the tools to know when we are developing emotional reactions and the skills to be in control of these reactions. Explicitly teaching interoception is widely considered to be neuro affirming for autistic people, and has significant benefits to students’ ability to regulate, engage and build social connections.**

Performance Reporting

The absence of meaningful, transparent, and published data in relation to matters indicating educational equity is a key factor in the perpetuation of existing issues.

It is our belief that a fundamental, easily applied and highly effective initial measure would be the development and roll-out of clear, transparent data sets including:

“https ://www.aph.gov.au/DocumentStore.ashx?id=59f99491-360c-4bda-af8b 80a8b5e9dbea&subld=736437

32 Department for Education South Australia - Applying interoception skills in the classroom

33 https://www.kelly-mahler.com/resources/blog/the-relationship-between-a-neuro-affirming-model-interoception/#:~:text=Interoception%20work%20is%20all%20about,within%20these%20neuro%2Daffirming%20models

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 Data that draws upon a consistent definition of disability (as per legislation and the NCCD definitions) as opposed to students funded for disability at a departmental level. This definition will allow for comparative tracking with other states outcomes to identify areas in which WA is leading inclusion, as well as areas of concern for focus.34

 The collection, monitoring, and publication of suspension data for disabled and Aboriginal students. Given the profound inequities in application of exclusionary discipline for these student groups, this is of the highest priority.

 Collection, monitoring, and publication of enrolment data of students enrolled in mainstream vs segregated learning environments, given that an increase in enrolments in segregated learning environments is indicative of an inability to access appropriate education through mainstream education.

 Identification of scalable models of good practice: There are many examples of excellent inclusive practice within WA schools.* The recognition and replication of these practices is an excellent way to ensure that schools with most inclusive environments are able to provide exemplars of practice for the entire system.

Training for education staff

Improving training at a university and a PD/ school level, particularly as relates to information around autistic students, disability and inclusion and other useful and teaching-related topics was repeatedly noted as essential.

“We need a quality, easy to access and affordable training opportunity aimed specifically at information around autism and ADHD, which should contain up to date, best practice content and be mandatory for teachers to take yearly.”

Teacher to SPRW

“It would be useful to hear about Autism and ADHD from people with their own personal lived experience”

Teacher to SPRW

Classrooms

Member advocates have reiterated time and again that teacher workload, student numbers and time poverty are a fundamental barrier to quality teaching of autistic and neurodivergent

34 Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability. Public Hearing 24, 9 June 2022, Day 4 P232-312

*For example – see Tapping Primary School, ‘play is the way’ program and behaviour education policy

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students, as well as their non-disabled peers. Any strategies or approaches implemented must not add to this already significant workload. Rather, it is essential that detailed consideration is given to the way in which teachers can be best supported to deliver quality teaching experiences and undertake differentiation, planning and personalised delivery.

One such support would be the robust implementation of Universal Design for Learning (UDL) in WA classrooms. UDL is a framework to improve and optimise teaching and learning for all people based on scientific insights into how humans learn. It allows for teachers to differentiate more effectively, in a more inclusive way, and with less effort.35 With UDL, learning goals, teaching methods, and materials are adjusted to meet individual student’s needs. Improving the capability of teachers through guidelines, resources and training would support them to implement UDL effectively and with fidelity.

Reducing class sizes across the board would be a highly effective foundation for meaningful change. Our teacher and education professional members have also suggested that decreasing teacher workload by reducing administrative tasks and increasing paid planning time would allow for planning and delivery of quality teaching experiences, particularly for those students who require additional planning and support.

Suggestions were made that establishing a permanent pool of relief staff within a school would assist with making change a possibility. Finally, it was identified that increasing classroom EA allocations would allow for teachers to have increased support to deliver quality differentiation and individualised planning.

Square Peg Round Whole WA thanks the Education and Health Standing Committee for the development of this inquiry and looks forward to the inquiry’s recommendations.

35 https://www.cast.org/impact/universal-design-for-learning-udl

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Appendix 1: Member Comments

“Last year in kindy, when my kiddo was 4yrs old, she was sent to the principal’s office for being ‘silly and not listening’ - kiddo had been diagnosed Hard of Hearing, which the teacher was aware of.”

Parent to SPRW

“Another time when walking through the school gates, on a rare occasion when we arrived for the school start bell, and kiddo had her oral chewy for emotional regulation. School principal greeting everyone at the gate, said loudly in front of all the kids and parents “what’s that in your mouth?!””

Parent to SPRW

“Any uniform modifications, including those due to disability, need to be approved by the school principal. School would not include uniform modifications in the IEP (I’m assuming they don’t understand how a sensory aversion to the uniform would be a barrier to kiddos’ ability to learn).”

Parent to SPRW

“Stop using “ “whole body listening” it’s ablest and outdated.”

Parent to SPRW

“As a teacher and school leader I am invested to support children, embracing individuals with all their behaviours and challenges. Importantly, it’s critical I create an environment where every student belongs, so avoiding suspensions is key to ensure a psychologically safe space. Unfortunately, as a parent of a teenager, my son has not been afforded the same commitments. As a neurodivergent boy with some complex trauma he has been squeezed out. Multiple suspensions for misdemeanours for moving left when he should have moved right, I now find myself with a teen who sits in a high-risk category excluded and out of school for 3 terms now with no clear answers from the department. It’s disheartening to know my level of commitment to keep kids supported at school has not been equally matched. Educators and leaders like myself appear to be lone; a very frustrated and heart-breaking reality for me in this system as a parent.” School leader to SPRW

“A few years ago, I had a highly complex Year 10 class - streamed, ‘bottom’ of the cohort. Just in the one class, there were students from backgrounds including: neurodivergence, serious medical issues, homelessness, poverty, family violence, disability, intergenerational trauma, etc. A number of those students were constantly being suspended - often for leaving classrooms to self-regulate and then being ‘in the wrong place at the wrong time’ and having run-ins with certain staff members. The fact that not one of those students was ever suspended whilst in my care tells me just how haphazard and unfair the system can truly be for at-risk young people. As a parent of ND children myself, it is heart-breaking that the skills and care I’ve used to keep other people’s children safe at school have not been matched for my own children.” Senior teacher to SPRW

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“Schools would be a whole lot better if we had a few more EAs and the ability to target gaps. That is where ALL the behaviour comes from. Inability to cope with what we are asking.”

Teacher to SPRW

“If they don’t fit in the box and follow the expectations then we follow the process and withdraw. We don’t see any changes in behaviour because we aren’t meeting the kid’s needs, but also there isn’t really and proper incentive for them to do better because they are behind already so why bother trying to catch up.”

Teacher to SPRW

“Current school level 3 funded child goes to school 9-1pm for the last 12mths. Collaborative decision. Child would now like to attend more schooling and the school has said they don’t have the funding/resources. Basically no. You can not attend. Suspensions or exclusions - school have said if we choose to send out child to more school (child is actually requesting to attend) they will have no supports or accommodations and will be subject to the school’s standard disciplinary code. Lack of consultation and collaboration with families and support teams (therapy teams etc) when planning accommodations or adjustments.

  • zero collaboration on the IEP. They presented it to me in a meeting and expected me to just sign it. I had not even met the classroom teacher before this meeting. There were NO accommodations in the IEP. It’s just a behaviour management plan written on IEP paperwork. The how to support section had vague methods that I had explicitly said should not be used as they have poor behaviour and mental health outcomes. Myself and the therapists had provided extensive paperwork on proven strategies. I refused to sign. I have emails from Deputy telling me they aren’t using the strategies in the classroom that are written on the IEP but still the school refuse to actually put the strategies they ARE using in the IEP. We have now turned to a disability advocate for assistance. Anything that HAS WORKED My child is lucky to have some amazing teachers and EAs.

Things that have worked I hear very little about school or classroom as I feel I am purposely blocked from knowing what goes on. What I do here is some great stuff (year 1/2 split)

  • small class sizes of approx 20 students.

  • experienced and well educated EAs. Trained for high level supports like how to respond to student mental health (self harm or suicide ideation). Trained with restrictive practices . I know they won’t physically force my child to do anything. They will only restrain her if she is at risk of serious injury or worse.

  • an EA might be supporting 1:2 or 1:3 in a classroom but there is also a “roaming” EA that the teacher can attend the classroom immediately if there is any situation that requires extra support. -some teachers have students grouped by academic level for each “lesson” and then extend the students that are advanced with that skill.

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-school has a kinetic learning program (not available to my child) -school has dyslexia/reading program (not available to my child) -school has a PEAC but also STEAM program to extend those who excel in these areas but may not be academic learners/test well. -teacher doing things things like a lot of work in pairs or small group games for learning numeracy and literacy. This helps students with executive function difficulties like task initiation to have a peer “body doubling” them. Small groups and games help students who become overwhelmed in large groups or struggle with perfectionism. It’s staying true to learning at play. -school are very accepting of the fact my child doesn’t do any homework. -teacher uses CPS learning model. Unfortunately the EAs are not using the proven strategies to support my child. They are often doing the opposite as they do not know any better despite their best intentions. This causes dangerous behaviour like my child becoming so overwhelmed she dissociates and runs from the classroom to find a safe space. She would absolutely put herself in danger to escape being overwhelmed.

I believe the Admin are overworked and the skills need an update with

  • understanding disability legislation and their obligations
  • understanding how to write an IEP and the difference between a BSP and an IEP. -understanding they need to communicate and collaborate with parents for things to work. -using positive language and understanding that we aren’t aiming for a child who can mask to the point of not needing any supports. -understanding that a disability isn’t a behaviour. Disability can’t be behaviour managed out of the child. When the behaviour goes away it means you are supporting the disability. Don’t be surprised when the supports are removed and the behaviour returns. Behaviour simply communication or indication that the child has a problem they can’t solve.

Can we please have Ross Greene programs in all WA schools”

Parent to SPRW

“’Equal access’ to education is being confused with ‘Equal delivery’ of education - the only way education can be truly equal is if there is no difference between a list of the ways a student is ‘able to succeed’ and a list of the ways they are ‘allowed to participate.’”

Parent to SPRW

“Our yr 10 son engineered an excel spreadsheet format that would enable him to capture his thoughts in the order they came to him and then move them into the order needed to be a legible essay, so he could complete an in-class essay assessment. He attended school for the first time in weeks despite it causing severe anxiety, and was denied permission to submit in anything other than a handwritten format, so wasn’t able to complete the assessment.”

Parent to SPRW

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“Ableism. When we apply traditional (Skinner) ‘behaviour management’ approaches to children with neuro-developmental disability, we are applying neurotypical expectations on that child to manage their own behaviour while simultaneously neglecting to provide the child with appropriate environmental, social and academic adjustments.”

Parent to SPRW

“ASD level 2 student with ADHD is not at an educational risk” Year 4 teacher. “No I won’t be including social and emotional capabilities goals in asd lvl 2 / adhd students IEP because we haven’t seen any risk in the classroom “ despite being sent home and to the office multiple times regarding emotional dysregulation in the classroom setting and despite being requested by the student’s parent”

Parent to SPRW

“Every child has a right to an education. Every child has a right to feel safe. Schools are obligated to ensure that they meet their obligations to all students of all abilities.”

Parent to SPRW

“My son was always getting trouble for drawing or reading while the teacher was talking. At first they would try to change his behaviour by calling on him to answer questions, expecting that he wouldn’t be able to, but when he was correctly answering the questions they continued to badger him about what listening should look like.”

Parent to SPRW

“In my experience as a teacher and parent of ND child - training! Different teachers’ experience and understanding plus ability to connect with student makes the difference between A grades and E grades! Class sizes also has a HUGE impact on this IMO. The (unintentional???) discrimination in the verbal and written feedback given to students over the years also makes a huge difference, I think. The amount of feedback we’ve had that pretty much says ‘be less ADHD’ is… just gross. I feel that if classes were smaller teachers would have more time to provide formative feedback along the way especially with group tasks or ongoing project based tasks.”

Teacher to SPRW

“Things that are working: extra staff in the primary school (actually they are high school students at Big Picture Schools - amazing young people!). School staff not pressuring us about attendance rates or learning outcomes. Having a school dog great the students every day.”

Parent to SPRW

“I work part time 3 days a week and have close to 200 students. That’s under 2 minutes a day one on one with each student during class time. For non-contact time it equates to mere seconds per child to do all the other stuff.”

Teacher to SPRW

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“There’s no compulsory training for additional needs or gifted education and class sizes have not changed in over 20 years. But people have and teaching definitely has!”

Teacher to SPRW

“1) Teacher training. Our teacher this year who is very experienced and mature was not open to any new training because she was already experienced in ABA - ( ! ) Our school believes ABA is the best evidence back way to teach children to behave.

  1. approach of rewards and punishments my child does not respond positively to rewards or acknowledgement of achievements. Good on him for being intrinsically motivated anyway 👏

  2. Our school acknowledges to me verbally that my child should not have been suspended at age 5 when he had an imputed disability. ( but it certainly enraged and deteriorated our family’s trust and relationship with the school and compelled me to seek a diagnosis )

  3. It is hard to get our therapists and school to arrange a meeting altogether to talk about accommodations and IEP“s and that’s not any blame or fault of anyone, it’s just logistically very hard. There is even very little collaboration / consultation between therapists teams as well)

  4. Ideally, Differentiation in learning is the best way for neurodivergent and all children to learn but unfortunately their progress is not measured against themselves and how far they have come but compared to their peers and age level. So a child who is progressing and learning stages behind their peers ( because maybe the early years were impacted by their ability to receive information eg, adhd, auditory processing, dyslexia, dysgraphia ….and process it accordingly. BUT in fact they have come far considering. It is not reflected in a school report, therefore the school reports are misleading, inaccurate and depressing for child and family when really the academic learning is progressing well “ in their own timeline“

  5. There are a couple of teachers at our school who seem to be aware of neurodiversity and they were key to our success. Our kindy teacher who picked up subtle developmental differences. An assistant principal who had the lived experience of having her own Autistic child and she does the IEP’s every year with myself and the year teacher. The school has paired one TA with my child and another Autistic child who is not even officially diagnosed yet. I have always said that my child’s anxiety levels are high and so needs a strong relationship with people around him before he will attempt learning something new or asking for help. They have arranged the same TA from last year who built that trusting relationship. This arrangement has been a key to success in our situation.”

Parent to SPRW

“The attitude of the principal is a determining factor in the overall response of the school to special needs children. A well trained, understanding and empathetic principal makes the definitive difference to the entire school philosophy and environment. My sons last school was amazing, new principal came in and openly declared at the first staff meeting that she did not want “those” children at the school everything went downhill at a fast pace from there.” Parent & Academic to SPRW

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“My child preferred to wander the classroom and listen during mat time rather than sitting and listening to the teacher. It was never disruptive, and they could always answer any question about the lesson. I was told that my child couldn’t have that as an accommodation as their wandering was distracting to the other students.”

Parent to SPRW

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Appendix 2: Collaborative and Proactive Solutions (CPS)

‘Kids do well when they can’ – Dr Ross Greene

SPRW strongly supports the implementation of CPS in Australian schools because it fits the above-mentioned criteria for a human-rights based approach to behaviour support.

The CPS model is a departure from approaches emphasizing the use of consequences to modify concerning behaviors. In families, general and special education schools, inpatient psychiatry units, and residential and juvenile detention facilities, the CPS model has a track record of dramatically improving behavior and dramatically reducing or eliminating discipline referrals, detentions, suspensions, restraints, and seclusions. The CPS model is non-punitive, non-exclusionary, trauma-informed, transdiagnostic, and transcultural.

Collaborative Proactive Solutions (CPS) is the model designed by child psychologist Dr Ross Greene: www.livesinthebalance.org.

The CPS model involves a significant lens change for adults, from rewards/punishment based ‘incentives’, to compassionate, collaborative problem-solving with children. Rather than focusing on kids’ challenging behaviours (and modifying them), CPS helps kids and caregivers solve the problems that are causing those behaviorus. The problem solving is collaborative (not unilateral) and proactive (not reactive).

Research has shown that the model is effective not only at solving problems and improving behaviour but also at enhancing skills. CPS views disruptive behaviour as an indication that that there are expectations that the child is having trouble meeting.

The model involves an Assessment of Lagging Skills and Unsolved Problems (ALSUP) by the adults/teachers, which identifies the expectations that the child is having trouble meeting, and then a Plan B meeting with the child in which the following steps are worked through:

  1. Empathy Step: the expectation that the child is having trouble meeting is named and the child is asked to talk about that, and why they think they are struggling with that expectation. ‘Drilling’ helps the adult gather information from the child.

  2. Adult Concerns Step: the adults involved tell what their concerns are – essentially why they feel it is necessary that the child meet the expectation.

  3. Problem Solving Step: the adult sets out the child’s concerns and the adults 24

concerns and engages the child in collaboratively coming up with a mutually acceptable solution to try and help solve the child’s unsolved problems so that they can meet the relevant expectation.

A ‘problem solving referral form’ can be used to help schools shift from discipline referrals to Plan B referrals.

The difference between an ALSUP and a Functional Behaviour Assessment is that an ALSUP is entirely about identifying the lagging skills and unsolved problems. It takes far less time than a FBA and does not involve adult assumptions about what is causing the behaviours. As such it is far more successful at indirectly changing the concerning behaviours as a bonus for helping the child solve their problems!

All other CPS materials and instruments are free and online: https://livesinthebalance.org/cps-materials-paperwork/ and there are many instructional videos available

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Appendix 3: Exclusionary Discipline Data

% of students suspended

6

5

4

% 3

2

1

0

2000  2001  2002  2003  2004  2005  2006  2007  2008  2009  2010  2011  2012  2013  2014  2015  2016  2017  2018  2019  2020  2021

% of students suspended   3.6    3.4           3.2    3.8           3.8    4.2    4.5    4.9    4.8    4.6    4.4    4.3    4.3    4.6    4.3    4.7    4.5    5.0    4.9    5.5

https://www.parliament.wa.gov.au/Test/Tables.nsf/WebARDate?SearchView&Query=education&SearchM ax=500&SearchOrder=4 https://www.education.wa.edu.au/annual-reports

26

THE STATE OF

EDUCATION IN

WESTERN

AUSTRALIA

WA schools are not inclusive, here’s why.

©

Suspensions

Student suspensions in WA have been increasing since 2015

6 of 8 states and territories have data transparency WA is 1 of only 2 states and

territories to not openly report student suspension data

Over-representation of

First Nations

suspensions

300%

f Aboriginal students

compared with 5% of non Aboriginal students

First Nations students

at educational risk

3% higher

for 2019 and 2020 compared with the previous two years…

REFERENCES:

Suspensions - WA Hansard

= % of student population suspended 2015 2016 2017 2018 2019 2020 2021

° nN S )

1in3 of all students suspended in the last 12 months had a

disability despite a1in5 representation of enrolments

e@e.@

RRR

In 2021 for every 2

First Nations students

suspended in NSW

AR

WA suspended 1 more

..Equating to an additional

1,660

Aboriginal students at educational risk over 2019/20

https://w1 a. Hansard/ .nsf/0/c7b3129ecc7b0:

220a.pdf

https://www. /a.gov. E/C p 8539a.pdf

Disability suspensions (Page 1) / Physical restraint, protective isolation, Education Support Facilities & ABA (Page 2) - WA Hansard https://ws ja.gov.. nsf/0/C NC: /$File/C: %20All. pdf

First Nations suspensions - WA Hansard

https://wa a.g 3 E 0S25+p200c 220a.pdf

NSW suspensions

https://data.cese.nsw.gov.. i id 7d039678-7527-4744

93aS-el62aa7adett

First Nations enrolments and SAER, Homeschool (pg 2) - DoE annual reports

https://www.education.wa.edu.au/annual-reports

27

THE STATE OF

EDUCATION IN

WESTERN

AUSTRALIA

WA schools are not inclusive, here’s why.

«Ave. Growth %

-0.5 -0.25 0 025 05 0.75

Disability enrolments

Other states

All states, except WA, have seen disability enrolments increase in the last four years

&

Homeschooling

23%

increase in homeschooled students over 2020 and 2021 compared with a 7% increase in the 2 years prior

New Education Support

Facilities Planned

6

taking the total to 8 hools with education support programs despite…

Applied Behavioural

Analysis (ABA)

is an intervention that is practiced across WA’s

Education Support Facilities

despite not being supported by the Autistic Self Advocacy Network (ASAN & ASAN AUNZ)

REFERENCES:

Disability - ivity Ce ion Report on

https://

Services 2022

Physical Restraint and

Protective Isolation

used in WA schools

with no publicly available data for transparency on frequency and duration

Parent Liaison Office

Complaints

5/month

between 13 April 2021 and 31 August 2022

..Article 24 of the UN Convention on the Rights of Persons with

Disability

protecting the right to inclusive and quality education on an equal basis with others

Education Advocacy

Group Membership

1000

across Accountability for Children in Education WA and

Square Peg Round Whole

Parents WA

flclid=IwARIFGgCETOotYfa2CSJ1z2RBdvOQBnEbé68LSAJFNZEZQCB7BWObJz0NgJKS#targetgroup

Parent Liaison Office Complaints - WA Hansard

d

https:// a. nsf)

UNCRPD - https://\ dp.org/sites/g

ASAN - https:/ bell SPRW WA - https://www.facebook.com/groups/1198774187604032 ACE WA - https://www.facebook.com/groups/ACEWA

il Lpdf

SQUARE PEG

S/ UNCRPD-Easy%20Read_O.pdf

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