The Disability Royal Commission response & what it means for families

By Monique Power

In September 2023, the Disability Royal Commission (DRC) released a report with 222 recommendations aimed at creating a better, safer, and more equitable Australia for people with disabilities. These recommendations were built on evidence gathered from 32 public hearings and nearly 8,000 submissions—stories from the hearts, minds, and souls of the Australian disability community. Perhaps even your story.

Yet, the delay in action following the report’s release feels like writing in sand—the stories are there, but without the permanence of ink, they can be quickly washed away and forgotten. Nearly ten months later, the Federal, state, and territory governments have finally published their responses. Let’s unpack the implications for children and young people with disabilities, particularly in the areas most prevalent to our kids: education, employment, and restrictive practices.

Education

Education is a crucial area of concern, especially since one in 10 of the 380,000 primary and secondary students in Australia has a disability. While the DRC’s recommendations on early childhood learning and schooling received a mixed response, it’s disappointing to see the lack of strong commitments or outlined actions from the government to pave the way for inclusive education.

On a positive note, all states and territories have agreed “in principle” to make mainstream education accessible to everyone. However, these agreements lack specific commitments on how to achieve this goal. States and territories have shown support for improving various aspects of education, including:

• Funding for education providers: Ensuring that schools and educational institutions have the financial resources necessary to implement inclusive education practices and support students with disabilities effectively.
• Building data, evidence, and best practices: Collecting and using data to identify effective educational practices and continuously improve outcomes for students with disabilities.
• Policies for reasonable adjustments: Creating policies that mandate necessary accommodations for students with disabilities to participate fully in their education.
• Student and parental communication: Improving the ways schools communicate with students with disabilities and their parents (and communities) to ensure everyone is informed and involved in the educational process.
• Career guidance and transition support: Providing tailored career advice and support to help students with disabilities transition smoothly from school to employment or further education.
• Workforce capability and development: Training and developing educators and staff to better support and understand the needs of students with disabilities.
• Prevention of exclusionary discipline: Ensuring students with disabilities are not unfairly excluded from school due to disciplinary actions.
• Complaints management: Establishing clear and effective processes for handling complaints related to the education of students with disabilities.

Thankfully, every jurisdiction has recognised the need for a National Roadmap to Inclusive Education. This is an exciting step in the right direction, as it is a real commitment to ‘writing things down and putting pen to paper’.

However, a critical recommendation to phase out segregated education was not accepted by any government. Victoria even explicitly rejected this recommendation in favour of maintaining special schools. The Federal government also did not allocate any additional funding to support more inclusive practices in schools, overshadowing their initial support for other recommendations.

Employment

Young people with disabilities often face significant barriers to employment, with recent data showing they are three times more likely to be unemployed than older adults with disabilities. The DRC made several recommendations to improve employment opportunities for young Australians, some of which have been embraced by policymakers.

One recommendation to prioritize inclusion in the Federal Government’s new Disability Employment Services model was fully accepted. The government has also committed to funding information campaigns about wages and the Disability Support Pension.

However, similar to the education sector, a key recommendation to end segregated employment by 2034 has been left unresolved, with the Federal government only agreeing to consider the matter further. This reluctance to commit fully to inclusive employment is disappointing for the disability community.

Restrictive Practices:

Restrictive practices, such as restraint and seclusion, are deeply concerning, with one in four students with disabilities reporting experiences of these practices. The DRC’s recommendations to eliminate restrictive practices have been met with varying degrees of commitment from the states and territories.

Except for New South Wales, all jurisdictions have agreed “in principle” to establish legal frameworks and take immediate action to prohibit certain forms of restrictive practices. The Federal government has also committed to commissioning a study on the impact of positive behaviour support and other strategies to reduce and eliminate these practices.

Final Thoughts: on keeping the stories alive and giving them life in legislation

The Disability Royal Commission spent four-and-a-half years investigating issues of violence, neglect, abuse, and exploitation of people with disabilities before publishing its report. Governments then took over nine months to respond. However, the disability community has been advocating for action for much longer.

The Federal government accepted or supported only 13 out of the 172 recommendations it was responsible for, while accepting 117 “in principle” and leaving 36 in need of further consultation. The responses from state and territory governments are similarly mixed, with many commitments remaining vague and lacking in tangible action.

For families of children with disabilities, disability rights organisations, and the broader community, the lack of concrete commitments and ongoing delays are a stark reminder that, like writing in sand, without lasting action, the stories and struggles of this community risk being washed away and forgotten.

Now is the time for action. We must hold our leaders accountable and demand that they turn these promises into reality- we want our stories to be published! Reach out to your local representatives, participate in advocacy efforts, and continue to raise your voice. Together, we can ensure that the stories and needs of people with disabilities are given the permanence they deserve and that real, impactful changes are made.

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RippleAbility is a paediatric specific disability provider, helping families navigate complex systems of support and build their capacity to advocate for appropriate supports and services for their child. Email: [email protected] | rippleability.org