Hayley is now a healthy Year 8 girl, but for many years she was in and out of hospital with long periods of treatments that interfered with her ability to participate in learning. As a result, there are gaps in Hayley’s knowledge which are becoming apparent as she engages with more complex tasks. The Disability Standards for Education 2005 This link will open in a new window (the Standards) apply to Hayley because she is having learning difficulties as a result of a previous medical condition. The school discusses this with Hayley and her parents and together they plan for Hayley to have educational support to assist her where gaps in learning have been identified.
Alice attends an early education centre and will soon be moving to the primary school nearby. Although she is happy at the centre, and gets along well with the other children, there are some signs of the long-term effects of breathing difficulties she experienced at birth. Alice has not seen a specialist for a diagnosis, but staff members have monitored her progress closely and are concerned that she may find it more difficult to participate in learning activities as she moves into school and faces more complex tasks. According to the Disability Discrimination Act 1992, Alice has an imputed disability, as the staff members believe she has a disorder that may result in her learning differently. The centre, Alice’s parents, and the school have begun discussing Alice’s future learning needs.
Caring for Gil
Gil is in Year 6 and lives with his younger brother and his mother, who has depression. When his mother is unwell, Gil does extra housework and checks on his mother during the night. In class, Gil is often tired and distracted, worrying that his mother will harm herself.
The Standards apply to Gil as a carer for a person with disability. Once his teacher is aware of his situation, she meets with Gil and his family. They agree to allow Gil to carry his phone on silent. When his phone vibrates, Gil gives a hand signal to the teacher who allows him to briefly leave the room and call his mother to check if she is alright.
Ms Eden enrols Kit
Ms Eden’s daughter Kit is finishing primary school, so Ms Eden rings a secondary school nearby to inform them that she is thinking of sending her daughter there. The school receptionist offers to send an information pack in the mail, complete with enrolment forms. Ms Eden tells the receptionist that she is not comfortable filling out forms and may need assistance.
As the Standards also apply to Ms Eden, the receptionist suggests that she come in and talk to the school administrator directly. At the meeting, the administrator gives her a package of information with an ‘easy English’ version. Together, they go through the information and meet with the assistant principal to talk about Kit’s learning needs. When Ms Eden decides to enrol Kit at the school, she completes the forms with assistance from the administrator and makes a follow-up appointment before the start of the school year.