24/07/2020
Senate Select Committee on Autism
Department of the Senate
PO Box 6100
Parliament House
CANBERRA ACT 2600
Dear Committee Chair,
I am a parent of children with autism, an autism researcher and I work as a therapist with autistic children in partnership with their family and school. This is my response to the Senate Select Committee on Autism. Firstly I provide some detail regarding my personal and professional experience enabling me to provide a meaningful submission and secondly I respond to the terms of reference the committee are considering.
Our Story
Both our children were diagnosed with autism at an early age and had the opportunity to attend an ASELCC program. As a result our son demonstrated a 19 month progression in a twelve month period, whilst our daughter transitioned out of the autism specific service and into the mainstream setting. This provided both our children with ideal intervention, in-line with best practice of at least 20 hours of behavioural intervention per week. The Early Start Denver Model is an evidence based intervention that is child led. Both our children enjoyed the setting. This also provided me as their mother the chance to resume some employment and take some much needed time for myself. During diagnosis and early intervention it is a significantly stressful time for parents, carers and the family. The sense of urgency and uncertainty weighs heavily on the decisions that you make for your child, whilst making daily life even more challenging. Looking for a government primary school for our son was a roller coaster. We experienced direct discrimination with a particular school not enrolling our son until they knew we had funding (through the Program for Student with Disabilities). As the process went on with this school the language that they used about our son made me feel uncomfortable and not at all welcome. Yet this school had a ‘good reputation’ for working with kids with ASD. From my experiences with the Principal this was not my feeling. We finally found a school open and willing to work with us and our son.
Primary school has not been easy for either of our children. The busy classroom, sensory overload, academic expectations, lack of understanding, little training of teachers and aides has all contributed to daily challenges for both our children. We have experienced constant school refusal from our daughter and our son had his last 2 years of primary school going home at 1pm and mostly in a one on one setting. Our school have been mostly supportive of our input, however they have made some significant mistakes which has had a huge impact on both our children. Our son has experienced trauma as a result of being in an educational environment that does not provide for his needs. Importantly, he has endured this experience in a school and setting that was supportive, however with the inflexibility in our education system he was not appropriately included in school life due to his disability. From year to year we were always hopeful for our son at school, but progressively things got worse for him until his Grade 4 teacher. Her classroom provided an inclusive environment and
teaching for all students. Our son was wearing his uniform each day and more positive about school. His attendance increased and we started thinking differently about his future, the opportunities for secondary school that he may be able to attend widened. However, this was short lived and the following year our son’s experience of mainstream education was at its worst. The classroom had too many students, it joined open plan with a second classroom, it was noisy, lacked space, the lighting was bright and noisy and the teacher, albeit very supportive was loud. Our son spent very little time in the classroom for the year. He has experienced separation anxiety with me, but it was significant at this time and every morning was so difficult for him (and me) to part. He had to be pulled off me. In hindsight I would do things differently. To add to these daily struggles at school both our children have challenging behaviour at home. Our son has significant meltdowns and is unable to manage his emotions and struggles to communicate at times. Our daughter over the years has periods of extreme aggression which during those times occur a number of times a day. Our son has struggled with sleep since he was born and at about 2 years our daughter also started to have sleep problems. These factors have put huge stress on myself and my husband. I feel like I have not slept for over a decade and our relationship has been pushed to the limit as a result. Not that I would ever blame that on our kids, just the stress. So our son finished his primary school years with only one friend in his class and a teacher that talked the talk, but as the year went on he was no different than all the other teachers. You see our son is charming, funny, smart and caring, he needs genuine engagement and rapport. He requires education on his terms with topics of his interest. Many teachers that have had our son understand that he has
such potential, but due to all his contradictions they don’t understand. It might even feel
uncomfortable for them to take his lead. Our son is now in a secondary education setting that is small, alternative (but not specialist/special), has high ratio of teachers to students, use a Big Picture education that harnesses the students passions for learning and development. The school understand that each student is different. They know they will have challenges, but they don’t pretend to know it all (even though they would know a lot), they just get to know the kid. For us this has been transformational in our son’s ability to access education, attend school and impact his mental health and sense of self. We are so proud of him and his achievements so far. Our daughter has also had a really difficult experience at school. Every day she attends school our daughter masks and then this impacts her ability to function at home as she is so exhausted. This has also impacted her sense of self and she has deteriorating mental health issues, including anxiety and depression. Like our son she has had teachers that really have had no training or understanding about her presentation and difficulties. As a result school has progressively become harder for her. Over the past few years and especially over the last 12 months she has refused to attend school. Early on we tried all the usual strategies including exposure. However the problem is not with our daughter, it is with the school. As a result we have engaged the services of therapists that can provide our daughter the support she needs at school. Although during Covid-19 lockdown she is attending school with full time aid support. This type of environment with less children may be better for her. However the academic expectations will still be there as well as the social difficulty. Our children are very different in their presentations however they have both had significantly negative educational experiences in a school that is supportive and works in partnership with us. Yes I did at one time or another think of moving our children, but the challenges would just be the same and I have friends at certain school were they do not have the partnership that we do with our school. Plus our children have the right to access mainstream education and we think it is the best place for our children in a primary school setting. Since our children were diagnosed as toddlers we have had a strong allied health team that has provided direct therapy to our children and parent support (mostly for me). I am a proactive parent and have implemented many strategies and supports over the years for both our children. Our team
is mature, experienced, responsive and work in partnership with us as parent experts. They are always reading and researching new developments and attend professional development opportunities. We have been really fortunate to have this expert team work with us and our children.
In regards to advocacy, I have had to advocate tirelessly over the years for both our children. Whether it be to access appropriate adjustments at school, access funding through school or the NDIS or just to be valued as a friend. The older our children become the more time I have spent listening to autistic adult advocates. I listen to their stories and struggles, which are very similar to our children. Yet these strong people stand up and share themselves with others. This movement of neuro-divergent adults is seeking acceptance of their autistic self, rather than a form of themselves that has had to fit in to the mainstream. Although when I mention seeking acceptance, I refer to the acceptance of difference in society. I want this for our children, their differences are embraced, their strengths and abilities noticed and celebrated, rather than always being identified due to impairments or disability.
For our children to be able to grow up and access education, building self-worth, making friends and being part of the community we need systems and supports that reflect these values. Our schools needs to be inclusive in actions every day, not just as part of their values statement. The NDIS needs to support individuals adequately so that in the long term they can thrive and give back to society. Carers, like myself that are unpaid must be better supported and offered opportunities that accommodate their caring responsibilities. I have been fortunate to have support of my husband and family in pursuing my academic endeavours. However it has been a significantly difficult path to balance care of both our children, managing their intervention and allied health teams, advocating and working at the same time.
Below I have provided some comments directly in response to the terms of reference.
Terms of Reference
a. different approaches and barriers to consistent, timely and best practice autism diagnosis; The National Guideline for Assessment and Diagnosis of Autism should be implemented as our best practice in autism assessment and diagnostics. It should also be noted that not all professionals that undertake autism assessment and diagnosis have appropriate training and experience and hence do not have the skill set to properly assess some groups that have a differing profile compared to the more typical ASD presentation. These groups may include girls and people with more communicative ability, along with children with a PDA presentation. Ideally early diagnosis and following intervention is undertaken to provide best outcomes for young children, as evidenced by much of the work of the Olga Tennison Autism Research Centre. Another little known group are those on the spectrum with a profile of Pathological Demand avoidance (PDA). Little is currently understood or known about PDA in Australia. However much work has been undertaken in the UK.
b. the prevalence of autism in Australia; The prevalence of autism in Australia is growing with an additional 25% from 2015 to 2018. Yes there have been changes to the diagnostic criteria and more awareness is also a contributing factor. However the ratio of male to female figures (with males 3.5 times more likely to be diagnosed) demonstrate a problem in the Australian diagnostic setting. Recent research has suggested that ratios of this sort are incorrect and rather females are not properly being diagnosed. These prevalence figures indicate that much more needs to be done to ensure Australian society provides an inclusive environment for autistic individuals.
c. misdiagnosis and under representation of females in autism data, and gender bias in autism assessment and support services; Please refer to comment above. Furthermore, better training and experience for professionals undertaking assessment and diagnosis is required. Some families that I work with have needed to go to a range of professionals before finding someone that is appropriately experienced to assess. This is particularly a concern when children have been assessed and their parents told they do not fit the criteria, yet years later are diagnosed with autism. This is evidence of professionals not being properly equipped and experienced to properly assess and diagnose children. Misdiagnoses has implications for the long term mental health and well-being of people. I have a number of friends that have only received diagnosis in their adulthood and although it is a relief, there is also sadness and anger at the years lost to anxiety and depression, as well as treatment that they didn’t require.
d. international best practice with regards to diagnosis, support services and education, effectiveness, cost and required intensity; As an autism researcher, I can indicate that our understanding and awareness of pathological demand avoidance (an autistic profile) is way behind UK and Europe. Investing in research in this area is imperative and needed for the international discussion of this emerging presentation that has been suggested as the most difficult to treat in childhood psychiatry (Dr Christopher Gillberg). More opportunity for children to attend well supported intervention centre’s such as that at
Latrobe University Victoria (Autism Specific Early Learning and Care Centre). Not only are
children provided with well researched intervention, they are included in the whole centre, which is a mainstream setting; staff are provided with ongoing training and support and the centre provides a base for research through the Olga Tennison Autism Research Centre.
e. the demand for and adequacy of Commonwealth, state and local government services to meet the needs of autistic people at all life stages; the interaction between services provided by the Commonwealth, state and local governments, including:
Although a range of programs and options may be available to autistic individuals and their family, access is often not equitable, rather rests on the resourcefulness of parents/carers. Often the requirements or criteria are vastly different. For example to be eligible for school funding in Victoria a child with ASD must have expressive and receptive language that is two standard deviations below the norm. Yet significance of language impairment is not part of the NDIS criteria, it may be associated with level of support required by the individual.
From a personal perspective it is very frustrating dealing with the range of government which all have different goal posts. Applications for funding must be coordinated with our allied health team for NDIS and school funding, plus carer reviews and other process that we must progress through regularly. I strongly advocate for both our children, and ensure that I work with our team that support us so that we have the correct documentation and reports to ensure the government bodies can make informed decision about funding for our children. However not all parents/carers of children with autism have this opportunity and hence miss out on vital funding and supports for their child. This then has a long long impact on the child, their development and options for independence and work as an adult. These are important issues that are currently not providing positive outcomes for many children, families and adults on the spectrum. This then has a negative impact on our economy. If each system were to work together the services, funding and provision for individuals would be more economical and ideally provide better outcomes, for not only people with autism, but people with a disability.
i. health and mental health Autistic individuals have high rates of co-morbidity and mental health difficulties. Often mental health issues are a result of long term issues with schooling, bullying or other challenging aspects of life an individual faces due to their disability. Therefore if provision was better for people with autism mental health challenges would be lower and the system would be better equipped to manage them.
ii. education The current levels of access and attainment for students with disability in the school system is inadequate, discriminatory and lacks a research base. Firstly, attempting to access appropriate supports for students with disability is a stressful process which at its core does not provide the opportunity for students to access supports in order to be on a level playing field like typically developing peers. Students with a disability that do not meet the set criteria, however are in desperate need of assistance, are at the peril of the school that their parents have selected. Some schools do this well, but many do not. Schools struggle with understanding the disability and then providing interventions and supports which are evidence based and appropriate. Many schools are not equipped with the expertise, support and maybe the forward thinking leadership that is required to be in place in order to establish a community school setting which is accepting of difference, which includes disability. As detailed by Children with Disability Australia (2015; CDA) many children with disability are “blatantly refused enrolment”. CDA’s national survey identified one in four participants reported that their child with disability had the experience of being refused school enrolment and 17% of respondents stated that their child was attending school on a part time basis.
The criteria set for accessing funding support in the Victorian education system, specifically for the Autism Spectrum Disorder (ASD) category is more successful at excluding many on the spectrum, rather than providing assistance for those with this type of disability. The ASD category’s language criterion, disadvantages students with an ASD that may have some language ability, however, these students may be just as severely affected by their disability as those that do not have any language. So from the initial eligibility criteria (language skills equivalent to a composite score of two standard deviations or more below the mean) many students are excluded from the opportunity to attain appropriate school supports. Furthermore, the criteria for funding does not reflect DSM-5 ASD criteria. ASD criteria was changed in 2013, yet the Victorian education department has not made change to align the ASD category with the
accepted diagnostics system. This does not suggest an evidence based way to identify students requiring additional funding in the ASD category. The implications of this for the student, their family and the community are significant and long term. On a daily basis the student may not have access to the curriculum, due to limited school support. In many circumstances behaviour management is not planned or implemented in an appropriate manner. Parental/carer stress increases with the daily struggle to have their child attend an appropriate setting that enables their child to fulfil their potential, just like any other child that has full access to the school curriculum. Long term implications result in disengagement from education and community life, highly stressed families and a community that is not supporting and providing good long term options. If a part time attendance is required this impacts the ability for parents to work, study and become more involved in community life. These experiences are not only isolating and discriminatory to the students and families, but through this exclusion and disadvantage imply that the life and wellbeing of a student with a disability is not as important as a typically developing student and this is just morally wrong. A country such as Australia with many resources, should be better meeting the needs of the most disadvantaged in society. ASDs are complex neurodevelopmental disorders characterised by complex aetiology, variable presentations and widely divergent outcomes. Therefore, the current criteria does not adequately reflect the complex nature of ASD, nor the need for a range of supports in order to assist students with disability.
Ensure schools engage professionals with expertise is the specific area of disability, understand the specific students (their strengths and weaknesses, their needs and aspirations), provide ongoing training and support to teaching staff (including specialists). Schools instil a culture that celebrates difference and works with the students family to provide a holistic approach to care and development in an education setting for the child.
From Aspect (experts in education of students with an ASD)
“Educating students with an ASD requires an understanding of the unique cognitive, social,
communication, sensory and behavioural deficits that characterise autism. The need for
autismspecific curricula has been identified as a critical component of intervention (National
Research Council, 2001; Iovannone et al., 2003; Arick et al., 2005). Educational services should
therefore address the core impairments of ASDs; social competencies, communication skills and
learning style. Converging evidence has also confirmed the presence of elevated levels of atypical
sensory responding in children with ASDs (Baranek, Parham & Bodfish, 2005). Problem behaviours
and evidence of increased levels of anxiety in children with ASDs (Janzen, 2003; Chalfont, Rapee &
Carroll, 2006) reflect the daily challenges in socio-emotional relating, communication and learning.
Positive behaviour support should be underpinned by assessment and interventions that focus on
skills development and replacement behaviours rather than simply attempting to eliminate particular
problem behaviours (Powers, 2005). As families are the most stable and influential people in the
child’s environment, collaboration between parents and educators is considered an essential part of
educational intervention (Iovannone et al, 2003; Simpson et al., 2003). Educational programs and
services that are inclusive of autism-specific curricula will support students to maximise their
learning potential and adaptive functioning and to also develop the independence needed for
participation in the wider community.”
f. the social and economic cost of failing to provide adequate and appropriate services, including to support key life stage transitions of autistic people; Like typically developing children, if the appropriate measures are taken to provide students with disability access and engagement in education then generally social, economic and personal outcomes will benefit, the individual, their family and the greater community. However, if students with disability and their family continue to encounter inequality the outcome understandably is bleak. Refer to section j below for an outline of LEGISLATIVE & POLICY FRAMEWORK which ensures people with a disability are not discriminated against and are provided with equality through access and inclusion. In reference to economic societal benefits for providing for students with a disability: Fullan (2006), drawing on the research of Coulombe and Tremblay (2005) explains why schools should develop the skills of all students, and particularly the bottom third. Coulombe and Tremblay conclude that, “A country’s literacy scores rising by 1% relative to the international average is associated with an eventual 2.5% relative rise in labour productivity and a 1.5% rise in GDP per head. These effects are three times as great as for investment in physical capital. Moreover, the results indicate that raising literacy and numeracy scores for people at the bottom of the skills distribution is more important to economic growth than producing more highly skilled graduates (p.8). Fullan argues that “We are talking about hardnosed economists who are essentially saying that improving education for all from day one, and raising the (economic) bar and closing the gap, has a double pay-off for society, namely economic prosperity and social cohesion (p.8). In drawing attention to the ‘gap-closing’ role of education, Fullan proposes that we need to work on the three basics of literacy, numeracy and well-being1 of students, the latter defined as “emotional intelligence, character education, and safe schools” (p. 10).
In 2011 Aspect undertook a comprehensive study of adults with Aspergers Disorder (AD) and High Functioning Autism (HFA). The “We Belong” study is Australia’s first survey of the experiences, aspirations and needs of adults with HFA and Asperger’s. Topics covered included health, education, work, social life, community involvement, and daily living. The survey results highlighted that adolescence was defined by interrupted school pathways, relentless bullying and discrimination, and unmet education needs, which meant most adults were highly unlikely to find employment. Over 300 adults with AD and HFA and almost 200 parents, representing every Australian state and Territory, participated in the survey. The survey concluded that the majority of adults with Asperger’s Disorder and High Functioning Autism (HFA) are not able to get the support they need to achieve their goals and aspirations. Instead, these people (around 130,000) face years of struggle with isolation, mental health issues and a lack of fulfilling employment. The survey results highlight a lack of Australian services for this group, the lack of appropriate levels of professional knowledge and expertise required to support the needs and expectations of this large talented group of people and that their individual rights are not being respected or met. The “We Belong” findings further outline that educational experiences for people in this group are characterised by social isolation, failure to meet learning support needs, harassment and bullying which results in years of struggle with ongoing mental health issues. Further, the findings also highlighted that adults with AD and HFA have aspirations and goals
similar to those held by most other Australians. In fact, employment is one of their highest priorities. Yet, in contrast to the national employment rate of about 95%, just 54% of the adults in this study (excluding those in full time education) had a paid job. Most who did have a job were employed on a casual or part-time basis. While this survey highlights the needs of a particular group of people with AD and HFA, it can be assumed that those individuals higher support needs experience even greater struggles and restrictions. The “We Belong” report can be found at http://www.autismspectrum.org.au/content/we-belong-1
Refer to ‘Costs of Autism Spectrum Disorders in the United Kingdom and the United States’ for further information. https://pubmed.ncbi.nlm.nih.gov/24911948/
g. the adequacy and efficacy of the National Disability Insurance Scheme (NDIS) for autistic people, including:
i. autism understanding within the NDIS. In my work I hear so many stories of parents trying to access the correct NDIS supports for their child yet the planner putting the child’s plan together has no understanding of autism. Our intial planner had no idea about autism and submitted totally different goals than I had advocated for on his behalf. However, the delegate that looked over the documentation I provided and what the planner had developed must have realised the void and as a result our son’s plan reflected what we had asked for. Since that experience we have been provided with much better support with a planner that has extensive experience. Please be aware our experience is not the norm. ii. the utility of the Early Childhood Early Intervention Pathway for autistic children. In theory this seems like an ideal option and probably is, however children need adequate funding and properly trained and experienced key workers to ensure this intervention design works. From my understanding children are often provided with (on average) $10,000 of NDIS funds per year. This is not in line with best practice recommending 20 hours of behavioural intervention per week to reduce the long term impacts of the child’s disability and provide them with best practice treatment and possible outcomes.
h. the development of a National Autism Strategy and its interaction with the next phase of the National Disability Strategy; Development of a National Autism Strategy is much needed, especially since the development of National Assessment and Diagnostic Guidelines. A National strategy should include the following aspects: education, health, employment, mental health, justice, diagnosis and assessment, treatment, workforce training and education, allied health training, ageing, economics. More importantly the voices of autistic individuals and people with disability should be involved in the conversations for the development and review of these national strategies.
i. the adequacy of funding for research into autism; As a current PhD candidate at University I can comment of my personal experience. I
am researching a highly controversial ASD presentation, Pathological Demand Avoidance (PDA). Australia has not conducted any research in this area, however it is most needed as the presentation of these individuals and more so children is extremely challenging for families and schools. Work has been undertaken in the UK to better understand this profile and how best to provide education and a family environment that is as positive as possible. Many of these families experience extreme challenges behaviour and are often subject to investigations as
parenting strategies are to blame for the presentation of the child. This as we know is very troubling for the family and resembles the process that autism went through when it was first thought that autism was due to refrigerator mothers. A lot more research with the PDA and ASD community needs to be undertaken to firstly better understand this profile and to develop better community supports so that individuals and families can have a quality of life that they are currently not able to experience. Although the Autism CRC has a developed research agenda other important areas, like my research are also worthy of funding. Autism research must be undertaken in partnership with autistic individuals. In order for research to be relevant and consider autistic people’s needs, their voice, experience, insight and challenges must be taken into account. Furthermore, having involvement of autistic people in the development, design and implementation of research into autism would be expected to increase the relevance of research into the area of autism, improve access to research for autistic people, and attempt to solve priority problems for the autistic community.
j. the social inclusion and participation of autistic people within the economy and community; Autistic people are not included. Our community may have been successful in raising awareness of autism, but it is still not accepting. Much work needs to be done in order to call ourselves an inclusive society. This starts with schools embracing inclusive education, accepting autistic behaviours in the classroom. Our children and family face barrier to participation in community events and activities often. We need to do a lot of preparation, communicating and planning in order to try and participate, whether it be a community open day or club of some sort. If our education, health and other government systems are leading the way this will filter through to other areas of society. Government must lead the way, not just provide the minimum to people that deserves more, people that have a huge amount to contribute and people that deserves to be treated with equity to access community life.
k. any other related matters. The following from Children with Disability Australia (now called Children and Young People with
Disability Australia).
LEGISLATIVE & POLICY FRAMEWORK
An extremely comprehensive legislative and policy framework supports Australia’s strong
commitment to the rights and entitlements of children and young people with disability to education.
Australia is a signatory to the United Nations Convention on the Rights of Persons with Disabilities
2006 (CRPD) and the Convention on the Rights of the Child 1989 (CRC). These Conventions contain
clear standards and obligations regarding the rights of children and people with disability to enjoy
equal access to education.1 For example:
Articles 28 and 29 of the CRC make specific reference to every child’s right to education, including:
1 Office of the High Commissioner for Human Rights 1989, Convention on the Rights of the Child, United Nations, viewed 4 June 2015, http://www.ohchr.org/en/professionalinterest/pages/crc.aspx; Office of the High Commissioner for Human Rights 2006, Convention on the Rights of Persons with Disabilities, United Nations, viewed 4 June 2015, http://www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx.
Compulsory and free primary school education; Encouragement of the development of different forms of secondary education, including
general and vocational education, making them available and accessible to every child,
and taking of appropriate measures such as the introduction of free education and
offering financial assistance in the case of need; Accessible higher education to all on the basis of capacity by every appropriate means; Accessible and available educational and vocational information and guidance to all
children; and Development of the child’s personality, talents and mental and physical abilities to their fullest potential.2
In relation to education and people with disability, Article 24 of the CRPD specifically states:
State Parties recognize the rights of persons with disabilities to education. With a view to realizing
this right without discrimination and on the basis of equal opportunity, State Parties shall ensure an
inclusive education system at all levels and lifelong learning directed to:
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The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental rights and human diversity;
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The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; and
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Enabling persons with disabilities to participate effectively in a free society.3 These Conventions clearly articulate the Australian Government’s commitment and responsibility to
protect, respect and promote the rights of all children and young people with disability to receive a
quality, free and inclusive education. This includes the opportunities, expectations and belief to
achieve the fullest possible individual development.
The Disability Discrimination Act 1992 (DDA) is the primary domestic means promoting the rights
and entitlements of people with disability and eliminating discrimination. Further state and territory
legislation exists with similar objectives. The DDA is the overarching legislation for the Disability
Standards for Education 2005 (DSE or the Standards). The DDA makes it unlawful to contravene the
Standards, and compliance with the Standards is taken to be compliance with the DDA.
2 Office of the High Commissioner for Human Rights 1989, Convention on the Rights of the Child. 3 Office of the High Commissioner for Human Rights 2006, Convention on the Rights of Persons with Disabilities.
In 2011 the Council of Australian Governments (COAG) endorsed Australia’s first National
Disability Strategy. The Strategy sets a 10 year reform plan for 2010-2020 for all Australian
governments to address the barriers faced by Australians with disability. It aims to ensure that
mainstream services and programs including healthcare, housing, transport and education are
accessible and address the needs of people with disability. The Strategy has an important role to play
in ensuring that the principles of the CRPD are integral to the policies and programs which affect
people with disability in Australia. ‘Learning and skills’ is one outcome area of the Strategy which
focuses on improving educational programs and outcomes for children and young people with
disability.
The right to quality education for students with disability is thus comprehensively articulated within
legislation and policy and is an area where there is significant commitment. No doubt this committee
will also inform the review of the National Disability Strategy. But what is clear is that the outcomes
set have not been reached. Huge disparity still exists and it is not providing inclusion and
accessibility for people with autism.
Please note that my submission has been made with much haste and less time than I would have normally invested in an important opportunity such as this. However with the current lockdown my time is being invested in the care of our children and their increasing anxiety and challenging behaviour due to the current circumstances. If you would like any more detail or information I would be more than happy to provide what I can.
Yours sincerely,