Disability Provisions University

If your child gets to University, I have been told accessing disabity provisions is nothing like applying for disability provisions in schools/BOSTES. Universities appear to have staff that are willing to understand and assist students with what they need in order to help them achieve.

Universities offer online lectures, timetables, contact with university lecturers that do not belittle students , exam provisions and students have access to lectures notes on line. No begging for help!

By schools not helping/ignoring GLD  students needs in classroom environments, this create frustration and loss of interest in learning, which in turn can lead to underachievement and sometimes causes students to drop out of school.

Schools have the expctation that once a student reaches High School students have to do everything themselves – that is understandable, but if a student has a disability schools should be helping that student, not ignoring parents when they advise their child is having difficulty. Often this is because the school refuses to believe the student has a disability, do not see/understand the students hidden disability and believe the student is deliberately not trying,  rather than understanding this is part of the students disability.

The student gets upset and frustrated with school, is missing information in the classroom, complains to parents they are not being taught properly, is in trouble for talking in the classroom, often because they are reconfirming with their friend what they need to do (as no teacher help or less embarrassing to ask a friend rather than the teacher), plus there are behavioural issues due to school expectations.

When  parents try to explain to schools their child’s needs, and their child’s difficulties, but because a parent is continually advocating or trying to help their child (because they won’t/can’t ask at school for themselves) parents are treated as nuisance parents, rather than allies in trying to help get their child educated.

Schools often  refuse to communicate, or if the school does communicate, questions are half answered or ignored, meaning there has to be continual follow up from the parents.  Plus some schools cannot understand that because some students don’t self advocate or ask questions they are either understanding the work of not motivated, not understanding this can be a students disability.

Schools not helping GLD students is creating anxiety and frustration for these students, no wonder they loose interest in learning and do not want to be at school. Would you want to be a work if you were struggling and no help was coming your way?? How different is this any different for students?

Australia wants society better educated.  This is not going to happen until there is a huge change in our education system and there is more understanding of students needs and understanding of “hidden” disabilies by all education providers.  These education providers must listen to medical professional recommendations, work with parents and understand educators are not the only people that understand students disabilities and know what can help students.  Schools/BOSTES must listen to parents and medical professionals.

Schools/BOSTES must implement  medical recommendations to enable the student to have the opportunity/choice of a better future.  By ignoring medical recommendations, imposing their own rules/policies, schools/BOSTES are not trying to help a student succeed.

It really makes you wonder what is the point of education and disability provisions, when there are so many obstacles put up for students with disabilities.

This is where Disability Discrimination Act 1992 and Disability Standards in Education 2005 come into play and all Educators must be aware of these and know how to work with them as it is part of their job.

click here for link to university disability support services in Australia