People with Disability Australia (PWDA) Vice President Jarrod Sandell-Hay has said the establishment of Australia’s first Deafblind class within a mainstream public school is “a step in the right direction” for inclusive education.
Speaking with Ros Childs on ABC News Channel on Thursday 26 February, Jarrod said the new class demonstrates what is possible when governments and schools commit to making inclusive education work.
“This is fantastic for this family,” Jarrod said. “It goes to show what a little bit of effort, supports in place, what the outcomes could be.”
Inclusive education is a right
Jarrod made clear that inclusive education is not a favour or a special arrangement. It is a human right.
“When we are considering if people with disabilities have a right to inclusive education, the answer is always yes,” he said
The real question, he argued, is how governments implement that right in practice.
Jarrod called on state governments to act on the recommendations of the Disability Royal Commission and to move faster in reforming education systems so that children with disability are supported in mainstream settings.
Inclusive education benefits everyone. Students without disability learn about difference, access and inclusion from an early age. They carry that understanding into their workplaces and communities.
“It’s inclusive for people with disabilities, but it’s also inclusive for everyone,” Jarrod said
Too often, families are left to fight
While celebrating this milestone, Jarrod acknowledged the reality many families face.
“Unfortunately, it takes a lot of effort, mostly from family and mostly from mothers, to really push for inclusive education for children with disabilities,” he said.
Across Australia, many families are still forced to advocate relentlessly just to secure reasonable adjustments and basic supports in mainstream schools.
Others are steered toward special schools without being fully informed of their rights or the supports available in inclusive settings. Jarrod noted that for some children, exclusion takes more subtle forms, including pressure to stay home rather than attend school.
- PWDA hears regularly from members who describe:
- Being told mainstream schools cannot meet their child’s needs
- Facing informal discouragement or delays when seeking enrolment
- Experiencing bullying or isolation
- Feeling pushed toward segregation rather than genuine inclusion
- These experiences reflect systemic barriers, not individual failings.
Moving from “exception” to expectation
The creation of a Deafblind class within a mainstream public school shows what can be achieved with planning, resources and a commitment to inclusion.
However, PWDA’s position is clear: inclusion should not depend on extraordinary parental effort or media attention. It should be the norm.
The Disability Royal Commission found that segregation and exclusion remain entrenched in parts of Australia’s education system. PWDA continues to advocate for:
- A nationally consistent plan to phase out segregated education
- Adequate funding for supports and adjustments in mainstream schools
- Stronger accountability and complaints mechanisms
- Training and workforce development to build inclusive capability
- This moment should mark progress, but it must also prompt broader reform.
