Suppor&ng  Students  with  Disability:    A  Legal  and  Policy  Perspec&ve  

Tamworth    3  September  2013  

 

Australians  with  Disability    

“The  four  million  Australians  with  disability,    and  the  further  2.6  million  Australians  who  care  for  family  

member  with  disability,  are  among  the  most  disadvantaged  groups  in  Australian  society”  

COAG  Reform  Council  2010-­‐11  report  assessing    progress  under  the  National  Disability  Agreement  

Current  picture  for  an    Australian  with  disability  

 (1  in  5  Australians)  

Measure   Person  with  disability   Person  without  disability  

Complete  Year  12   30%   49%  

Complete  diploma  or  higher  qual  

14%   28%  

Labour  force  parIcipaIon  

54%   83%  

Gross  median  weekly  income  

$306   $614  

Living  below  or  near  poverty  

45%   11%  

(Source:  ABS)  

 THE  LEGAL  CONTEXT  

Nego&a&ng  the  Maze  –  The  Legal  Context  

Legal  Context  

Common  Law:  o  Duty  of  Care/Vicarious  Liability  o  Procedural  Fairness  

Commonwealth  legisla&on:  o  Age  Discrimina&on  Act  2004  o  Disability  Discrimina&on  Act  1992  o  Disability  Standards  for  Educa&on  2005  o  Family  Law  Act  1975  o  Racial  Discrimina&on  Act  1975  o  Sex  Discrimina&on  Act  1984    

Legal  Context  �  An&-­‐Discrimina&on  Act  1977  �  Children  and  Young  Persons  (Care  and  Protec&on)  Act  1998  �  Commission  for  Children  and  Young  People  Act  �  Educa&on  Act  1990  �  Health  Records  and  Informa&on  Privacy  Act  2002  �  Government  Informa&on  (Public  Access)  Act  2009  �  Industrial  Rela&ons  Act  1996  �  Inclosed  Lands  Protec&on  Act  1901  �  Ombudsman  Act  1974  �  Public  Finance  and  Audit  Act  1983  �  Public  Interest  Disclosures  Act  1994  �  Work  Health  and  Safety  Act  2011  

Legal  Context  

v These  laws  grant  rights  

v They  impose  duIes  and  obligaIons  

v Some  laws  (e.g.  discriminaIon  and  privacy)  apply  to  

parents  as  well    

v The  rights  granted  and  duIes  and  obligaIons  imposed  

are  not  separate  but  co-­‐exist  

v One  right,  obligaIon  or  duty  will  not  trump  another  

Key  Factors  When  Balancing  Legal  ObligaIons  

� Act  reasonably  

� Consult  as  required  with  student,  parent,  staff  

� Document  decisions  

 DOCUMENTING  DECISIONS    aka  PROOF  OF  THE  GOOD  THINGS  YOU  HAVE  DONE  

Which  is  a  Departmental  Record?  

Ø  BlogEd  posIng  Ø  CommunicaIon  book  Ø  Counselling  File  Ø Diary  entry  Ø  Email  to  Parent  Ø Notes  of  a  conversaIon  Ø  Post  it  note  on  student’s  record  Ø  Photograph  of  a  student  Ø  Report  Card  Ø  RISC  record  Ø  Student  Record  Card  

Proof    (Records  Records  Records)  

Be  Professional  in  Communica&on    

(His) letter which at best can only be described as curious and at worst a classic example of bureaucratic equivocation which in its terms is duplicitous and exceedingly unhelpful for a parent concerned about the education of their child

Murphy  v  NSW  Department  of  Educa&on  [2000]  HREOCA  14  (27  March  2000)  

 

Proof    (Records  Records  Records)  

Create  accurate  records   What seemed on paper to be very firm observations turned out in some cases to be hearsay accounts... or a mixture of the student’s fragmentary observations and things that he or she had heard .... Some witnesses.. gave, what seemed to be clear and unambiguous accounts that, on closer examination, could not be relied on because they were so at odds with what other witnesses claimed to have seen.

Inquest  into  the  Death  of  Jai  Morcom,  11  February  2011  

 

Proof  (Records  Records  Records)  

Retain  records   It became apparent during the inquest that the record keeping and paper trail for approved walks was deficient….it is of concern that no documentation was ever kept by the school in regard to the (earlier) approved walk Inquest  into  the  Death  of  David  Iredale,  7  May  2009,  paragraph  89  

Daniel’s  Story  Daniel  is  12  and  has  recently  come  to  live  with  his  father  whose  new  partner  has  just  had  a  baby.  Daniel  is  currently  in  Year  6  and  his  father  wants  to  enrol  him  in  Year  7  in  2014.    Daniel  has  diabetes,  ADHD,  ODD  and    an  anxiety  disorder.  He  was  expelled  from  his  previous  non-­‐government  school  for  violence    and  has  a  history  of  persistent  disobedience.  He  has  been  out  of  school  for  6  weeks.      The  high  school  principal  asks  you  to  assist  with  Daniel’s  transi&on  to  Year  7.      What  legal  issues  poten&ally  arise  in  this  situa&on?        What  factors  should  be  taken  into  account  when  planning  for  Daniel’s    learning  and  support  needs?    Would  it  make  a  difference  if  Daniel’s  father  was  seeking  to  enrol  him  in  Year  7  during  Term  4    of  2013?    

Poten&al  Legal  Issues  

 Ø Family  Law  Act  orders  hep://www.comlaw.gov.au/Details/C2013C00053  

Ø under  the  NSW  Children  and  Young  Persons  (Care  and  Protec&on)  Act  1998  which  provides  at  sec&on  23  that  educa&onal  neglect  is  one  of  the  circumstances  that  could  indicate  a  child  is  at  risk  of  significant  harm.  InformaIon  can  be  obtained  about  Daniel  from  his  previous  school  under  Chapter  16A  

Ø under  the  Commonwealth  Disability  Discrimina&on  Act  which  at  sec&on  22  provides  it    is  unlawful  to  discriminate  against  a  student  on  the  ground  of  his  disability  by  refusing  or  failing  to  accept  his  applica&on  for  admission  as  a  student  

Poten&al  Legal  Issues    imposed  by  the  Disability  Standards  for  EducaIon  2005  (which  have  the  force  of  law)  and  which  require  schools:  

Ø   take  reasonable  steps  to  ensure  that  a  prospecIve  student  is  able  to  seek  enrolment  on  the  same  basis  as  a  student  without  a  disability  and  without  experiencing  discriminaIon.  

Ø  consult  with  the  student  or  an  associate  about  whether  the  disability  affects  the  prospecIve  students  ability  to  seek  enrolment  

Ø  consider  whether  a  reasonable  adjustment  is  necessary  to  allow  the  student  to  enrol  

Poten&al  Legal  Issues  

§  under  the  Educa&on  Act  1990  because  Daniel  is  12  and  is  of  compulsory  school  age;  and  

§  under  the  Work  Health  and  Safety  Act  2011  –  in  par&cular  the  duty  set  out  in  sec&on  19  to  ensure  as  far  as  is  reasonably  prac&cable  the  health  and  safety  of  school  staff  and  students    

Poten&al  Legal  Issues    (include  complying  with  policy)  

�  Daniel’s  transi&on  to  Year  7  should  be  managed  in  accordance  with  the  Year  6  2013  to  Year  7  2014  transi&on  process  

 �  If  Daniel  is  seeking  to  enrol  during  Term  4  the  Learning  Support  Team/Student  Welfare  Team    will  have  a  significant  role  if  the  enrolment  proceeds    -­‐  see  Memorandum  DN/11/00007.  

Poten&al  Legal  Issues    (include  complying  with  policy)  

§  The  School  Counsellor  will  also  have  a  role  in  this  situaIon  –  e.g.  secIon  2.1.3  of  the  School  Counsellors  Manual.    

§  PotenIal  assistance  with  these  legal  issues  can  be  found  in  the  enhanced  enrolment  procedures  

 Disability  Discrimina&on  Act  1992  

&  Disability  Standards  for  Educa&on  2005  

Disability  Discrimina.on  Act  1992      Defini&on  of  Disability  

q The  presence  in  the  body  of  organisms  causing  (or  capable  of  causing)  disease  or  illness  –  e.g.  anaphylaxis  

q A  disorder  or  malfuncIon  that  results  in  a  person  learning  differently  e.g.  dyslexia,  language  disorders  

q A  disorder,  illness  or  disease  that  affects  a  person’s  thought  processes  ,  percepIon  of  reality,  emoIons  or  judgment  or  that  results  in  disturbed  behaviour  e.g.  a  mental  illness  

q Behaviour  that  is  a  symptom  or  manifesta&on  of  the  disability  is  included  in  the  defini&on  

 

�  AuIsm  �  Inability  to  read  �  Expressive  language  disorder  �  Epilepsy  �  Anaphylaxis  �  Depression  �  ADHD  �  Persistent  disobedience  �  Diabetes  

 Which  is  a  disability?  

Disability  Discrimina.on  Act  1992    Sec&on  5  –  Direct  Discrimina&on  

Direct  discrimina&on  occurs  if:  § Because  of  his  or  her  disability  a  school  treats  the  student  less  favourably  than  a  student  without  a  disability  would  be  treated  in  circumstances  that  are  not  materially  different;  and/or    

§ the  school  does  not  make  reasonable  adjustments  for  the  student  and  the  failure  to  do  this  has    or  would  have  the  effect  that  the  student  is  treated  less  favourably  than  a  student  without  a  disability  in  circumstances  that  are  not  materially  different.  (Circumstances  are  not  materially  different  because  the  student  requires  adjustments).  

 

Disability  Discrimina.on  Act  1992      Sec&on  6  –  Indirect  Discrimina&on  

Indirect  discrimina&on  occurs  if:  §   a  school  requires  a  student  to  comply  with  an  unreasonable  requirement  or  condiIon;  and  

§  the  student  does  not  or  would  not  comply  with  the  requirement  because  of  their  disability;  and  

§  the  requirement  disadvantages  the  student.  

Disability  Discrimina.on  Act  1992    Sec&on  6  –  Indirect  Discrimina&on  

Indirect  disability  discrimina&on  also  occurs  if:    §   a  school  requires  the  student  to  comply  with  an  unreasonable  condiIon;  and    

§  the  student  can  only  comply  if  the  school  makes  reasonable  adjustments  but  the  school  does  not  do  so;  and  

§  the  failure  to  make  a  reasonable  adjustment  disadvantages  the  student.  

Commonwealth  Disability  Discrimina&on  Act  (DDA)    And  Disability  Standards  for  Educa&on  

Disability Standards for

Education 2005

Disability Standards for Accessible

Public Transport 2002

Disability (Access to Premises - Buildings)

Standards 2010

DDA Section 32: It is unlawful for a person to contravene a disability standard. If a person acts in accordance with standards they comply with the DDA.

DDA Section 31 - The Commonwealth Attorney General authorises the development of standards in relation to any area in which it is unlawful under

the DDA for a person to discriminate against a person on the ground of a disability.

Disability  Standards  for  Educa.on  2005  The  standards  cover    

– enrolment,  parent  choice  – access  and  parIcipaIon  – curriculum  development,  accreditaIon  &  delivery  – student  support  services  – eliminaIon  of  harassment  and  vicImisaIon    

Ø The  Standards  require  schools  to  treat  students  with  disabiliIes  on  the  same  basis  as  students  without  disability.  

Ø The  Standards  include  obligaIons  for  making  reasonable  adjustments  to  student’s  learning  program  and  /or  learning  environment  in  reasonable  Ime  

Ø Parents  and  where  appropriate  students  with  disability  must  be  consulted  on  the  personal  adjustments  that  will  be  provided  

Ø The  Standards  require  schools  to  develop  strategies  and  programs  to  prevent  harassment  and  vic&misa&on  of  students  with  disability  

Trea&ng  students  on  an  equal  basis  doesn’t  necessarily  mean  trea&ng  them  the  same  

Daniel’s  Story  con&nued..  �  Daniel  starts  Year  7.  His  teachers  report  that  he  has  difficulty  in  compleIng  work  in  class  unless  a  teacher  works  with  him  one  on  one.  He  is  omen  off  task  and  refuses  to  go  to  the  office  to  have  his  blood  sugar  levels  tested.    

�  Daniel’s  math  teacher  complains  that  he  frequently  drinks  water  in  class  even  though  she  tells  him  not  to.  Daniel  is  placed  on  the  orange  level  of  the  school’s  discipline  policy.  

�  Has  Daniel  been  discriminated  against?  �  Should  any  advice  be  provided  to  Daniel’s  teachers?  

Daniel’s  Story  con&nued…  

It  is  decided  that  Daniel  will  not  aeend  the  Year  7  camp.  Mr  Chips,  who  is  coordinaIng  the  camp  is  also  the  Year  7  Year  Advisor.  He  sends  the  following  email  to  Daniel’s  father:  Dear….  Like  the  other  students  on  the  red  level  of  the  discipline  policy  Daniel  won’t  be  going  to  the  Year  7  camp.  He  needs  to  li@  his  game  and  prove  he  can  stay  on  task  in  order  to  be  part  of  these  kinds  of  acAviAes  in  the  future.  I  googled  and  found  some  parenAng  classes  for  you  (see  aDached).  Hope  this  helps.  Regards,  Mr  Chips  Year  7  Advisor  FacilitaAng  InvesAgator  for  The  Crop  Knights.  Bibliophile  and  Curator  of  the  Hogwarts  Library  

Comment  on  this  Email  

Reasonable  adjustments  should  be    customised  for  the  individual  student  

 Managing  Complaints  

Daniel’s  Story  con&nued..  

Daniel  has  conInued  to  be  inaeenIve  in  class  and  has  not  completed  his  tasks  on  Ime.  He  is  frequently  rude  to  his  teachers  and  was  suspended  from  school  for  this    Daniel’s  father  comes  up  to  the  school  and  is  very  angry.  He  goes  up  to  the  school  counsellor  and  says  “This  is  typical  of  schools.    You  ignore  it  when  Danny  is  bullied  but  punish  him  when  he  stands  up  for  himself”      What  advice  could  be  given  to  Daniel’s  teachers  at  this  

point?  

The  Journey  of  a  Complaint  

�  Student  and  teacher  

�  Child  goes  home  to  parent  

�  Parent  speaks  with  the  teacher  

�  Parent  speaks  with  the  principal  

�  Parent  talks  with  staff  in  Public  Schools  office  � Parent  contacts  the  Minister  or  media  � Parent  seeks  advocate/legal  advice  � Parent  contacts  an  external  authority  

Parliament  

Community  

School  

Legal  avenues  

External    agencies  

Student    and  

Parents  

receive   receive  

delivers/monitor      delivers/monitor  

law  maker  

Parliament  

Department  

The  Complex  Matrix  of  Rela&onships  

The  Mul&ple  Journeys  Disability  Complaints  Can  Travel  

o Australian  Human  Rights  Commission(AHRC)  o AnI-­‐DiscriminaIon  Board  (ADB)  o Federal  Court  of  Australia  o NSW  AdministraIve  Decisions  Tribunal  (ADT)  o Federal  Circuit  Court  (formerly  Federal  Magistrate’s  Court)  o NSW  District  Court  or  Supreme  Court  o NSW  Coroners  Court  o NSW  Ombudsman  o NSW  Industrial  RelaIons  Commission  o NSW  Workers  CompensaIon  Court  o Media  including  social  media  o Court  of  Public  Opinion  

 

Managing  a  Complaint  

�  Acknowledge  its  importance  �  Maintain  professionalism  �  Listen  and  clarify  details        �  Ensure  fairness  �  Be  empathic  �  Approach  the  problem  with  rigour  �  Ensure  a  transparent  process  for  all  

�  All  complaints  have  a  journey  �  Our  role  is  to  manage  the  journey  

Understanding  parents  and  carers  

Cultural background Family make-up

Education level

Disability

Understanding of disability

Previous contact with government agencies

Literacy level

Illness

Connection with the community

Age Educational experience

vs

Review  Checklist  for  Complex  Complaint  Handling  

q Policy  Requirements  q Procedural  Fairness  q No  Conflict  of  Interest  q Transparent  Process  q Listen  q Timeliness  q Professional  Manner  q Empathy  q DocumentaIon  q Impact  on  the  student  

 A  FINAL  THOUGHT  

 “The  fight  for  social  &  economic  jus&ce  

begins  in  the  classroom.”  Senator  Barack  Obama  -­‐  July  2008