Accessing Help Within the School Environment

Last night after arriving home from attending another P&C meeting, I sat down with cuppa in hand and perused the leaflets handed to me regarding the amended 'standards' for students heading towards their HSC.

Now, it may be known A.J. is only in year 8 and a long way off his year 12 studies and the HSC, although with the expectations put on them they need to begin to prepare now for what they are heading into.

Add to that the additional demands and stresses on an ASD, special needs, or disadvantaged child, and the concerns may increase dramatically.

These new expectations are making it more and more difficult for the 'run-of-the-mill' level child to reach the necessary levels for a reasonable outcome, especially if considering tertiary studies.

  

These concerns took me back to a post I wrote over 3 years ago regarding my thoughts and feelings towards our education system.

After having ushered my own 3 children through the life-path journey of their school experiences, I never once sat down and really looked at the big picture. The fact that as a parent, being solely responsible for raising our children in the secure, nurturing, safe, loving, environment of our home for a total of 5 years we then push them straight out the door into the arms of complete STRANGERS. People that we will take for granted to be of high morale, tender caring, protective giving, that should be trusted to take over the role of educator and so much more to our most precious of possessions, for the next 13 plus years!

Knowing that these people have dedicated a lot to achieve the gift of becoming a teacher and educator, we therefore subconsciously feel comfortable with the fact that our children’s journey should go from beginning to end quite smoothly with no issues, worries or concerns.

Due to the fact our children spend so much of their childhood hours within the school/education system, we need to be assured they are gaining the best supports possible throughout their time there.

In an ideal world we should 'expect' services and supports to be automatically put in place, as part of the education curriculum, no different than the expectation that all children 'will' learn all literacy skill requirements before leaving in year 12.

Unfortunately the realistic results do not always mirror our subconscious expectations.

And that is why we need to advocate so strongly for our children's needs.

While the government bodies sit in their high-end offices, oblivious to these real life situations, arguing whether or not to cut more of our so-needed educational resources, with their immediate thoughts on catering to the spoils of their job and no real regards to the future generations that will be left behind in the wake of lost opportunities and lack of ability and resources.

'yes' I know it may seem a little harsh, although my worries are real and need to be considered.

While I sat in the meeting listening to the principle and other P&C members also worried that their hands were tied, knowing that we contain so many of these struggling children in our school community, then I wonder what can I as a mere parent be able to offer.

It can be difficult for any child, ready or not, to gain a totally stress-free transition when entering each door and all its pathways, while confronting the unknown entities of school life.

Then trying to cover the many experiences in the unchartered areas connecting education with Autism, as this is where many of our children's issues arise.

We then face so many stressors that other families have no knowledge understanding or need to consider.

The department of education are expected to recognise the different requirements of all children within their school system, especially those individual children with special needs.

With the Gonski reforms they have been able to provide a wide range of resources and supports through the availability of the specialised funding.

Although with that also in doubt we are still in limbo with what our kids can expect.

Every school should have the option to apply for access to special needs funding and provide specialised learning and individual learning plans to assist those needing additional supports.

To access these funds you're required to provide evidence of your child's special needs in the form of medical reports and Doctor's notifications, anything your school can provide with the application process. This will then be forwarded to the Board of Education for approval.

Once the approval and funding has been given you need to follow the process to assure your child is given the correct provisions and supports.

This is when an IEP - Independent Education Plan - is setup and the process begins to cover all specific needs.

While we can then view and follow up that certain aspects are in place and working for each individual case, we now have to also worry about the continuance of these must needed services.

This is one of the many reasons why we need to advocate strongly and continually follow-up on the progress and involvement of our children in all curriculum requirements.

I will never give up working towards meeting that specific goal.