The journey of Jamie Bennett to secure the right educational environment and support for her four-year-old son Ari, who is deafblind, has been fraught with challenges. Despite his disabilities, Ari demonstrates a remarkable spirit, engaging in playful activities with his siblings. To communicate, he uses tactile sign language, where he feels another person's signing through touch. Although cochlear implants assist him in perceiving some sounds, he requires constant one-on-one assistance to engage in communication, mobility, and learning. Ms. Bennett sought a hearing support class at a regional New South Wales school, believing it would provide Ari with an opportunity to learn alongside peers using sign language. However, she encountered policy barriers that prevented funding for individual support within such specialized classes.
Jamie Bennett emphasizes the necessity of tailored educational strategies for children like Ari. The NSW Department of Education's policies indicate that they will not fund additional one-on-one support in environments already receiving financial backing, creating confusion and frustration for families. According to Ms. Bennett, this approach overlooks the unique needs of students like Ari, whose requirements do not change based on classroom settings. Advocates stress the importance of recognizing individual differences among disabled students and argue against a one-size-fits-all model in education.
Rikki Chaplin, president of Deafblind Australia, supports Ms. Bennett's stance by highlighting that Ari cannot benefit from Australian Sign Language (Auslan) without supplementary tactile sign language support. Mr. Chaplin, himself deafblind, explains that tactile sign language offers specific signs crucial for understanding various concepts. He criticizes current inclusion policies, suggesting they lack genuine resource allocation for effective implementation.
Further complicating matters, data indicates that between 50,000 and 500,000 Australians live with combined hearing and vision loss, yet sensory loss remains underdiagnosed in certain populations. This highlights the broader challenge faced by families seeking appropriate educational accommodations. Advocacy groups urge education systems to better cater to students with complex needs, ensuring true inclusion.
In conclusion, while governmental policies aim to ensure equal educational opportunities for disabled students, practical implementation often falls short. Families like the Bennetts continue to advocate for more flexible and inclusive approaches. Jamie Bennett remains hopeful for Ari's future, striving for an environment where he can thrive socially and academically, free from restrictive policy limitations. Her efforts underscore the need for personalized educational solutions that truly reflect the diverse needs of all students.