LivedX 4: Poppy Mullins ‘Veiled Inequality: Deconstructing the "One Size Fits All Approach" in Inclusive Education (Auslan)

- My name is Poppy Mullins. I am 16 years of age and I feel honored to be standing here before you today as a member of The inaugural National Youth Disability Summit co-design committee. There are a lot of annoying sayings in the disability sector aren't there? and most of them directly contradict each other. In one breath, you need to be more independent In the next you need to learn to ask for help. On Monday, the teacher aide takes over your work. and on Tuesday, the teacher aides adjust your hands. Can I start by acknowledging the wonderful intentions that brought inclusive education into being. The problem is we need to take the next step and destroy the foundations of that metaphorical wall that stands between people like me and achieving in the way that we want. We need to eradicate the one size fits-all approach to inclusivity. We have come a long way since the sympathy-laced ideals, that are reflected in expressions like "confined to a wheelchair" Or, "wheelchair bound" and we've done much To reduce the othering created by words like "spastic and retard" But we've still got a long way to go with that one. What I'm talking about, is a kind of inequality. Inequality disguised as acceptance. A one size fits-all approach that sees us as people but refuses to acknowledge us as individuals. I have had some experience with this kind of veiled inequality. Sure, I need physical help. But in my case, I've never required any kind of cognitive support. Nor have I needed. An adjusted curriculum. My main educational priority has always been academic achievement. And yet this is where I felt the veil has been the most detrimental. In early middle school, the teachers I worked with with could not have done more to help compensate the potential negative social outcomes that could have resulted from my physical difficulties. And for this, I am extremely grateful. Inside the classroom, my aggravation had started to grow. By year nine, I had really started to love academic pursuits. and my success had seen this come an element of my identity in which I was and still am really proud. At this stage in the classroom I did just need a teacher aide to be my hands. What I got was a well-intentioned person, whose lack of technical expertise, Particularly with word processing was the cause of significant distress. Not just for me, but for her. I know why I was assigned this aide. And again, the intention was not malicious. My program managers wanted me to be more independent. but the problem was this approach increased my anxiety because I was so worried about the potential impact on my academic outcomes. And hence a part of my identity felt threatened Ever since I started high school a great report card has meant a lot to me. What this has resulted in, is some very mixed messages. Teachers are unsure of how to best assist me. Here, I need to add that I have had some amazing teacher aides. But really until now, what I've always felt is that as a young person who was clearly disabled the institution automatically assumed I needed assistance to understand information. When what I really needed was just someone who understood the technology I used. Understood my intellect and ability. And understood the specifics of how I worked in general and what was needed for them to adequately support me. The outcome of that experience showed me that the system I was in by default of being disabled had just as many flaws as it did merit. I am in no way, insinuating that my experiences, is a symbol for everyone with disability, I have never been physically or verbally bullied due to my disability. I have never participated in an alternate version of the curriculum without my consent. I am trying to get across, however, is that clearly with the system, as it currently is. it is wrong to call the disability education sector truly inclusive. We're all still seen as one homogenous group. Held back by the one size fits-all ideology. That is we all have the same abilities and interest. It is this approach that is being perpetuated in our schools and our work places. This is the approach that we need to dismantle. If we truly want to call our education inclusive. Still, this failed inequality is far less when compared to the blatant injustice that many of us still experience even before school starts. The struggle that is the process of enrollment. It was shown in a senate inquiry completed in 2016 that many schools refuse or softly try to turn away students with disabilities. On the grounds, that they cannot provide the student appropriate education because of the special needs or any challenges that might go with that student. My own parents had to put forward a case to justify my so-called "mainstream" primary school enrollment. But it can't stop. At getting your name on a roll. And someone to help you out in class. Teacher aides need to be trained adequately to support students with disabilities, in a predominantly digital environment. And time needs to be provided to allow for more collaboration between teacher aides and classroom teachers. But most importantly students need to be involved in this process so that measures can be put in place to meet their needs and appeal to their interests so that they can reach their goals. As a friend of mine recently said, " the problem with schools is that there isn't enough segregation. Why should a student with severe anxiety or an intellectual impairment be expected to complete exams for his age level in a classroom exactly the same way as his peers?" No, absoluteism is not the answer. So then how do we dismantle this metaphorical wall? with a system that promotes equality but is truly equitable. And to do this, the institution must pay for time. Time for teacher aides, teachers and students to have regular meetings, to develop and implement strategies. Time that will allow teachers to fully understand their role in assisting individual students, to succeed in the way that they want. Time, to develop the digital literacy skills required to support students in the 21st century. perhaps with the opportunity to gain certificates and qualifications as they do so. It is my hope. That if we begin to act now the foundations of that metaphorical wall be shattered and no student will ever have to experience the annoyance and the blatant ignorance of the one size fits all approach. It's time to lift the veil. It is not enough to treat us like people. It's time to treat us as individuals. Thank you for your time and listening.