Children with autism are frequently sidelined from lessons, physically held down to the point of bruising, and removed from school due to a misunderstanding and lack of provision for their needs in outdated behavioural codes, warns a leading autism charity. The charity AsIAm, which has responded to independently commissioned research on school codes, has highlighted how even in special educational settings, these codes are infringing upon the rights of children with autism. Adam Harris, founder and CEO of the charity, pointed out that the schools were punishing these children not for deliberate misconduct but due to their support needs.
Existing legislation requires all schools to maintain a code of behaviour, which must be agreed upon by the parents and occasionally the child to secure admission. Parents of children with autism, who typically struggle to find a school placement for them, often feel coerced into accepting codes which they recognize as unsuitable, says Mr Harris.
The report titled ‘What We Wish You Knew: A rights-based analysis of school codes of behaviour in Ireland’ concludes that most codes are inherently ableist and discriminatory. Dr Amy Hanna, a lecturer in children’s studies at the University of Galway, conducted an analysis of 40 arbitrary behavioural codes and two focused groups – one with young autistic individuals and the other with parents – coupled with a literature review of articles concerning codes and children’s rights. She discovered that the rules on attendance, uniforms and homework, along with reward and sanction practices, are particularly prejudiced.
None of the codes were found to be rights-compliant. In most instances, behaviour was deemed unacceptable if it was disruptive or challenging. One of the codes even categorised consistent disobedience, persistent severe disruptive behaviour, unpredictable displays, and potential violence or aggression from a child as unacceptable. The main focus seemed to lie on using rewards and penalties to alter the so-called offending behaviour of children, rather than attempting to understand or accommodate the individual child’s needs.
There has been criticism regarding the inflexibility of school uniform policies, particularly for children battling sensory issues, which causes them issues with standardised apparel. Their difficulties are sometimes penalised by schools who send them home, thus undermining their right to receive education. A particular parent expressed that her autistic child often struggles with timely arrivals at school and even on the days when they manage to make it, regardless of attire, the child is frequently called out for not adhering to uniform rules. She conveyed her frustration at the administration for not considering the pre-informed condition of her daughter’s autism and the fact she was supposed to be exempt from certain regulations, but still was reprimanded for uniform-related violations, leading to detention. In the previous year, complaints from 672 families regarding insufficient autism understanding and support in schools, absence of fair provisions, ostracising from classrooms, imposed solitude or restraint, along with suspensions and expulsions, reached AsIAm.