Page 3667 - Week 10 - Wednesday, 13 September 2017
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(c) since the report was delivered there have been a number of delays in implementing the recommendations in ACT government schools; and
(d) the Independent and Catholic school sectors have implemented all but one recommendation; and
(2) calls on the ACT Government to:
(a) implement all recommendations as a matter of urgency;
(b) demonstrate that ACT teachers and staff are better equipped now than they were prior to November 2015 to deal with students with complex needs and challenging behaviours;
(c) undertake an audit on the status of the inclusion of suitable withdrawal spaces and appropriate calming and sensory spaces in all ACT government schools and the progress of modifications that are underway; and
(d) report to the Assembly on (2)(b) and (c) by the last sitting day of November 2017.
I bring this motion today on behalf of the families and the educators alike who are supporting a student with complex needs, disabilities and challenging behaviours. Quoting from the schools for all report, these behaviours are defined as:
Any pervasive behaviour, or set of behaviours, regardless of cause (or even without any apparent or identified cause) which disrupts the capacity of the person, or other persons, to learn within the school environment, and which requires targeted or personalised interventions.
The situation I am about to recount was most certainly not the ACT’s finest hour. In March 2015 a school in Canberra constructed a small cage out of blue metal pool fencing. This cage was designed for a 10-year-old child with autism. It remained in place for 17 days and was used on a number of occasions to restrain the child during the school day. This practice stopped only after a complaint was made by the ACT Human Rights Commission to the Education Directorate. Ironically on World Autism Day, which was 2 April 2015, the then education minister announced that “an inappropriate structure” was at the heart of an internal inquiry that was underway. The story then became headlines around Australia and the world. My colleague Mr Doszpot and his office diligently pursued the issue from that point forward and ensured that scrutiny remained firmly on the minister and the directorate for their actions.
After the spotlight was shone, some pretty terrible governance was highlighted. Professor Anthony Shaddock, Dr Sue Packer and Mr Alasdair Roy were called upon to review policy and practice in all ACT schools with regards to students with complex needs and challenging behaviours. This review culminated in a report that articulated 50 recommendations for both government and non-government school sectors.
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