EDUCATION - KEEPING THEM HONEST

EVIDENCE OF BIAS, MANIPULATION, BULLYING, MISCONDUCT & A CONSPIRACY TO COVER UP IN THE SELECTIVE SCHOOLS UNIT AND DET

I have been asked  present some evidence to support my allegations of systematic bias, manipulation of test scores and selective school applications and a conspiracy to cover up. 

Our allegations are that their was bias and that the selection process was maniuplated at every step of the process. We cannot prove that the original scores were manipulated as the Selective Schools Unit (SSU) destroyed the original test answer sheets despite being requested to produce them under FOI so as to ensure that we could not verify the marks, but there are other steps in the Selective School process that present with significant and serious issues.  We can show that after the Selection Commitees met and made their decisions  to award our children a score and offer our children a place that Magda Pollak the now Leader of the Selective Schools Unit accessed our children's application and changed their scores and took away their place and she did this in order to do harm. 

In the first instance I have provided details of my daughters and sons 2002 Selective High School Application. It should be noted that I have similar evidence with regard to Opportunity Class and Selective HIgh SChool applications and matters in 2000, 2001, 2002, 2003, 2004, 2005, 2006 and 2007 - involving my four children at different times.

SELECTIVE HIGH SCHOOL PLACEMENT FOR ELDEST DAUGHTER 2002 FOR ENTRY IN 2003 - (IQ -160-165)

On the outset my daughter achieved selective school test scores that did not represent any of her normal high achievements or how she felt she went on the day.   Her school marks had been assessed at 92% and 97% at the time.  The letter advising of marks showed component scores that did not add up as component scores should be out of 100 and outcomes that do not match the outcomes shown on documents produced under FOI  see here; We requested the original answer sheets so as to verify the test marks but the Selective Schools Unit destroyed the answer sheets on the day the matter was for Planning meeting at the Administrative Decisions Tribunal despite the original answer sheets being specifically requested to be set aside and produced under FOI.

The entry noted on copies of the official data files printed and produced under FOI in November 2002 and November 2005 states the following results from the Selection Committee deliberations.

8/8/02:  "St George Girls High School Selection Committee:  Recommend I/3 IQ and 2/3 GAT = 232.19. See attached.

This calculation of the score of 232.19 has been signed for and confirmed by more than one Selection Committee members see here and the correct score and this information is also present on two copies of Katie's Data files produced under FOI in November 2002 and November 2005.

HOWEVER -  IN a copy of a DATA FILE print dated 4/9/02 THAT  WE RECEIVED STUCK BY A PAPER CLIP TO THE CHILDREN'S MARKS RESULTS LETTER sent on 10 September 209 in an ENTRY DATED 12/9/82 (after the Selection Committee met)  IT STATES THE FOLLOWING:

12/8/02 MP:  Calculation above based on error.  The calculation should have been 1/3 IQ and 2/3 GAT.  This would result in a score of 214.26.  Selection Committees to be advise - see attached (Page 1, Page 2, <page 3">

This entry calculating 1/3 IQ and 2/3 GAT as 214.26 instead of 232.19 did not appear on any data files produced under FOI.  All the documents produced under FOI show the higher score as the calculation.  However the lower score of 214.26 that appeared on this data file was the score that was presented to the Appeals panel by Magda Pollak as the calculation of Katie's score together with misrepresentations and biased personal opinions.  On the basis on this incorrect score and the recommendation by Magda Pollak that there be no change to the outcome Katie lost her appeal to Sydney Girls High.  A score of 232.19 would have meant that she was successful for a place .

Recent documents produced under FOI confirm that Magda Pollak, the person whom we are alleging is victimising our children,  changed both Danny and Katies test scores to lower scores after the Selection Committee members had met and made their decisions and these scores meant that they were unsuccessful for offers into the schools of their choice.  Documents also clearly show that apart from providing incorrect scores to the Appeals panel Magda Pollak also presented. biased, false and misleading information to the Appeals panel on which to base their decision. 

SELECTIVE HIGH SCHOOL PLACEMENT FOR ELDEST SON 2002 FOR ENTRY IN 2003

His profile score was assessed at 192.04..  His test scores did not reflect his normal achievement and in the letter advising of marks there are issues and discrepancies that include component scores that do not add up - see attached. He had provided two different IQ tests that both put his IQ over 150 together with substantial evidence of academic merit in external University test results and his school reports

This profile score of 192.04 was enough for him to be considered by the Selection Committees and in the letter sent to us advising of the test results it stated "The Selection Committee considered further information provided and adjusted your child's score to 199.92.   

However, on the entry on the official data file printed and produced under FOI it states the following result from the Selection Committees considerations:-

5/8/02:  "Caringbah School  Selection Committee adjusted score to 213.33 on the basis of 1/3 IQ and 2/3 GAT = 199.92.  See attached.

We challenged the fact that there were two scores noted.  Documents produced under FOI that included the IQ Equivalent chart used by the Selective Schools Unit support the calculation of the score of I/3 IQ and 2/3 GAT as 213.33 and not 199.92.

Recent evidence produced under FOI, in a document that was printed on 31/7/02 (the date the Selection Committee met), on the Caringbah HIgh School Selection Committee list and register it shows that the score that the Selection Committee allocated was 213.33.  With this score it shows that he would have been unsuccessful for Sydney Boys but successful for Caringbah High (SBHu) (CARo)

However you will note that on a hand written entry on the Lists and Register it  states: SEE MAGDA - MOVED TO RESERVE LIST BECAUSE CALCULATION WAS WRONG! . See attached.

In a document that was printed on 9/8/02 (the date that Sydney Boys Selection Committee met) on the Sydney Boys Selection Committee lists and register it shows once again that the score that the Selection Committee allocated was 213.33 - see attached.   With a score of 213.33 Danny would have been unsuccessful for Sydney Boys High but successful for Caringbah High (SBHu) (CARo).  

For the year 2002/2003 the minimum cut of scores for Sydney Boys was 215 and for Caringbah High was 201 - see attached.

The hand written entry moving him to the reserve list is not dated but given that on the 9/8/02 the score still presents as 213.33 in the official records this confirms that Danny  was removed from the 'offer' list and placed on the 'reserve' list after the Selection Committees made their decision and that Magda Pollak changed his score. 

We appealed the decision.  Magda Pollak presented an Appeal Analysis to the Appeals panel which presented biased personal opinions and a misrepresentation of the facts and presented the changed lower score of 199.92 as the profile score and recommended that there be no adjustment made. 

The process was tampered with and corrupted and is flawed. 

Below is details of the conspiracy to cover up the allegations. 

In August 2002 we took the Selective Schools Unit (SSU) to the Administrative Decisions Tribunal (ADT) to get access to the original answer sheets and test papers so as to verify the test marking and marks, amongst other things.  On the day of the planning meeting we were advised that the DET had decided to destroy the original answers sheet. By doing this  we could not verify the marks and their excuse was that becasue we couldn't prove that the marks had been tampered with in the first instance that they would not look at any of our allegations.  They destroyed the answer sheets despite the original documents being specifically requested to be set aside and produced under FOI.    However we were making allegations that the applications had been tampered with and manipulated at every different stage of the selection process.

On the 4.8.2003 we received a letter from the Minister for Education stating that our allegations would be subject to an investigation and that we would be contacted in relation to same.  This investigation has never taken place.

At the hearing in August 2003 we came to some agreements with the DET.  See letter from Crown Solicitor dated 18.8.2003.  These agreements are still outstanding to date.

On the 27th August 2008 we attended the premises of the Department to view the tests.  At that viewing my children and I were bullied, harrassed and intimidated until we left in tears.

This leter dated 19.12.2003 from Mr. Refshauge to Mr. Brogden is the letter that has been continiously referred to as having been the letter that indicates to me that the matter is closed.  However this letter is not addressed to me.  It is an internal letter between Ministers that FOI documents clearly show was drafted by the person whom we alleged was responsible. I was not advised that the matter was closed and I was never advised that I had been deemed vexatious by the Minister despite this being continously presented in documents.  I was advised that the matter would be subjected to a formal investigation.  I was also awaiting the DET to honour the agreements that they promised on the morning of the hearing at the ADT to provide information and documents.

This is a copy of a letter that I forwarded to Mr. Refshauge on Page 1, Page 2  advising him of the treatment of my children at the viewing, advising him of the inappropriate comments made to me by DET staff and enclosing copies of 'so called' certified true and accurate copies of my children's test results that the DET sent had sent at my request on 15 October 2003 after they destroyed the original answer sheets.  These so called true and accurate test results showed inconsistancies and errors.

This is a copy of a file from John Murn, Chief Legal Officer dated 2.6.2004 in relation to enquiries he made about the investigation of the original complaints as promised by Mr. Refshauge on 4/8/03.  You will note that it states that there was no investigation.

This is a copy of a letter I forwarded to Mr. John Murn dated 11.6.2004 Page 1, Page 2, Page 3, Page 4  with regard to outstanding issues in relation to the matters agreed upon at the ADT in August 2003.

This is  a file note from Mr. John Murn dated 22 June 2004  that refers to Magda Pollak, one of the persons against whom formal allegations were made, preparing a response to my letter and that also refers to the fact that my children were upset at the viewing.  You will note that she blames me for that when in fact they were the ones who were intimidating, harrassing and bullying them.  My children just wanted to check their tests and we were lead to believe that they could do that in a secure and safe environment.

This is an email from John Murn to Magda Pollak dated 24.6.2004 in which John Murn states that he has taken the liberty of presuming that they do not want to investigate the matter and that he is going to ignore me with regard to the test papers and that refers to the investigation ordered by Mr. Refshauge.

This is a file note from Mr. John Murn dated 5.7.2004

This is an email from Mr. John Murn to Bob Wingrave dated 5.7.2004

This is an email from John Murn to Chris Ballentime from Audit Directorate dated 9.8.2004 in response to an email to Audit Directorate (noted below the email) with regard to fresh allegations my family made after receiving documents under FOI with regard to our sons 2003 Selective HIgh School Application and our daughters 2003 Ella test that showed evidence of bias and discrimination.  This email confirms that an investigation never happened and refers to me as being deemed vexatious by the Minister.  However No formal process has ever been undertaken to deem me vexatious.

This is a file note from John Murn dated 13.8.2004 stating that the Audit Directorate have decided not to investigate my families fresh new allegations.  This is despite the fact that all evidence shows that my families original allegations have never been investigated and that these are different instances and complaints.

This is an email from John Murn to Bob Wingrave dated 13.8.2004

This is a file note from John Murn dated 23 August 2004 with regard to the matter.

This is an email from John Murn to Bob Wingrave dated 24.8.2004

This is a note from John Murn dated 26.8.2004 setting out details of matter.

This is a file note from John Murn dated 30.6.2004 that indicates that Magda has stated that there should be no reviewing of the tests.  It also states that Chris Carrol indicated that the viewing of the test at which my children were present and were harrassed, bullied and intimidated was deemed the 'investigation'?   

This is a letter to me from Audit Directorate in response to the fresh allegations made in relation to my sons 2003 Selective School Application and with regard to allegations of bias in the marking of my daughers Ella Test.  Page 1, Page 2.  You will note that despite all the emails and file notes above stating that the original complaints had not been investigated, these fresh complaints were not accepted on the basis that they refered to similar allegations as before and they had been investigated and closed!   It should also be noted that I did contact the DET with regard to having a meeting with Bob Wingrave and advised that I would require a Solicitor present given the seriousness of the complaints and the evidence before me.  They would not agree.

This is an email that was produced under FOI that sets out a process of changing the State Record Act that the tests and answers were under so as to destroy them Page 1, Page 2

There are many more other issues and misrepresenations in these documents that I could refer to but I will focus on these for the time being.

I have similar documents in relation to my other children and in relation to other applications.

Letter to Director General, Michael Coutts Trotter

On the 31st October 2007 I wrote to the Director General Michael Coutts-Trotter in response to a letter forwarded by him.  I marked the letter urgent.  It is now the 21st November 2007 and I have not receieved and acknowledgement or a reply so I am setting the letter out here as follows:

Mr. Michael Coutts-Trotter.

We refer to your letter dated 24 October 2007 and would advise as follows:

With regard to the agreements made at the ADT on 18 August 2003, we acknowledge your advice that test papers, answer templates and results for the Opportunity Class tests for Danny, Katie and Amanda will be made available in due course as per the DET’s previous agreements.  We take this opportunity to express our concern that the Departmental staff designated to organise our viewing of the documents have a conflict of interests/duties

Whilst we appreciate being given the opportunity to view the tests, as agreed at the ADT, we have serious concerns with regard to the meeting with Magda Pollak and in particular given your advice that following this meeting correspondence from us will be filed away without comment.  A meeting of this nature with Magda Pollak can hardly be regarded as an appropriate substitute for a proper investigation.

Indeed in light of this we query the purpose of the meeting. It seems that perhaps the time for any mediation with Magda Pollak has well and truly past. Clearly from our perspective unless Ms Pollak's presence involves true accountability such a meeting is pointless. Could it be that the intent of the meeting is a way for the DET to shut down a file and thereby to conveniently avoid investigation of any allegations of misconduct? Such lack of transparency is most alarming to people such as ourselves who have waited year upon year for adequate investigation of serious misconduct issues.

This hardly seems fair and accordingly we confirm our previous agreement with Mr John Murn that should this meeting take place we will require a Solicitor to be present at the meeting and written confirmation that this meeting will not be a substitute for an investigation.  We would also request to be advised of the name of the Probity Officer attending the meeting and that the probity officer not have any conflict of interest/duties.

There are serious outstanding issues with regard to our family’s complaints and allegations.  We seek your written assurance that issues to do with our complaints and allegations will be responded to and acted upon and as per policy and procedure require.  We have previously expressed our desire to separate the FOI matters and the investigation of the allegations as confirmed in the attached letters dated 19 July 2004 and the response from Mr John Murn dated 26 August 2004.

As well as the Department not honouring the agreements that they made at the ADT on 18 August 2003 in relation to FOI there are also other outstanding matters with regard to the investigation of our family’s complaints as follows:

On 4 August 2003 Mr. Refshauge promised an investigation into the original allegations that we had made as per letter attached.

You will note from the attached email by John Murn from the Legal Services Directorate that was hand dated the 6th August 2004 that John Murn confirms that Mr. Refshauge promised an investigation and that the investigation has never taken place. The fact that the allegations have never been investigated is also confirmed in internal documents produced under FOI by Chris Ballentine from Audit Directorate, Magda Pollack & Bob Wingrave from the Selective Schools Unit, Dr. Anthony Bendall from the FOI Unit and Dave Wasson from the Educational Measurement and School Accountability Directorate and even in correspondence from the Ombudsman, copies of these documents can be provided on request.

In 2003, 2004, 2005, 2006 and 2007 fresh complaints and allegations were made under the Responding to Suggestion and Complaints Policy of further systematic bias, bullying, victimization and discrimination aimed at our children that included allegations of a conspiracy to cover up.  These complaints/allegations related to different children at different times and that included our other children.  These complaints were ‘not accepted’ and ‘not investigated’ on the grounds that they referred to the same issues as before and that the matter had been investigated and deemed closed!   This is despite the fact that documents clearly showed that agreements made at the ADT had not been honoured by the Selective Schools Unit and no investigation had ever taken place.

Recently we made an FOI application requesting documentary evidence of the decision to deem me vexatious, as documents produced under FOI clearly presented me as such despite the fact that we were never directly or formally informed of this determination.

The FOI application also sought documents/evidence with regard to the investigating of our family’s complaints.

The Department of Education did not provide documentary evidence of any formal process by which it was determined that I was vexatious yet numerous submissions and internal DET correspondence presents me as having been deemed vexatious by the Minister and that I was informed of this fact by the Minister.

The DET also did not provide any evidence under FOI of the investigation of any of the complaints yet submissions to Ministers etc., clearly state that the allegations have been investigated by the Department and externally and that the persons about whom the allegations have been made have been cleared of any misconduct.  If this is the case then there should be some sort of documented evidence of the Terms of Reference and the findings of these investigations.  Quite the contrary, all documents produced under FOI show that this is not the case. 

The Ombudsman has confirmed in writing that they have not investigated the complaints under the Ombudsman Act.

It is clear from the documents and evidence that there has never been an investigation into any of our family’s numerous complaints and allegations despite the Minister Mr. Refshauge ordering that one take place and despite policy and procedure requiring that allegations of this nature be formally investigated and despite desperate pleas from our family to afford us procedural fairness and natural justice so as to protect the children from further victimization and harm.

There are clearly serious breaches of process, policy and procedure.   In light of this we trust you will understand our concerns with regard to the arrangement of the viewing of the tests and the meeting with Magda Pollak and the handling/closing of our complaints.

As well as the Department honouring the agreements made at the ADT we request that the promised and required formal investigation also be undertaken by persons who are independent and impartial so that all the outstanding matters can be dealt with and resolved once and for all and this matter can be put to rest.

26 November 2007:  A response to our letter has now been received.  I will post the response and my reply as soon as I have got my letter together.

THE PROBLEM WITH CHILDREN TODAY

I have come to the conclusion that there is something missing in the bringing up of our children today, it has to do with common sense and the teaching of respect and tradition.

My son is doing is Holy Communion this year and we went to the Mass on Saturday night so as to then put in his application and register him.  After the Mass the families had to go to the Chapel to fill in the paperwork and get their information.  There were alot of children, including alot of younger siblings, and there was an area near the processing table where there were placed about 20 chairs.  With my two youngest children (my husband and older two were are the snow) we sat on some of the seats waiting for the crowd to go as we had some questions.....It was very tight in there as there were alot of people.

The kids accompanying the parents were left unattended by their parents and whilst the parents filled in their forms and chatted and socialised  their kids were playing tip in the Chapel, they were jumping on chairs, they were walking over the chairs and climbing under the chairs and running around screaming and none of their parents did a thing........

These children did not show respect for the Church or for the other adults there and nothing was said or done about it?  I tried to make them stop running as it was dangerous and only one kid looked at me like he just might care.  They just kept running around like crazy.

Too many  parents are not teaching their children well or disciplining their children!    The standards have dropped to a point where children can pretty much run amok and it will be tolerated and the behaviour protected.

To me this is a serious concern.

Bullied students protest!

Today the Sydney Morning Herald had an article headed "Principal at Stake- Students protest against strict head http://www.smh.com.au/news/national/students-protest-against-strict-head/2006/03/17/1142582520888.html

There are a number of very telling lines in the story,  firstly the parent organiser of the protest Alex Elkobaili said that he and other parents have been trying to raise concerns "for Years" with the Principal Susan Mobayed over excessive suspensions, heavy-handed discipline and inappropriate and offensive comments made to some students and had not been successful and that the Principal showed the students no respect".  It seems to me by ignoring the parents concerns they also showed the parents no respect!

The comment from another parent was also telling in that he said  "I'm not saying some parents may not have legitimate concerns," said Kevin Libdy, whose son had also been suspended. "But this is not the way to go about dealing with them … it's become personal and vindictive," he told Mr Elkobaili.

The final paragraph in the article said it all and showed why the parents and students have been left no choice and have  had to resort to protesting and why it has become so personal:

Ms Mobayed declined to comment yesterday.The Premier, Morris Iemma, said yesterday: "I stand 100 per cent behind the school principal. The school discipline code is there to be respected not defied. Parents of those children involved in today's incident should be pulled into line.

Now I am betting that Morris Iemma has not even spoken to the Principal herself.  He has just been briefed about the discipline policy, the issue with the bullying and the offensive comments and lack of respect by the Principal will not even come up, they will just focus on the Policy as the law is set up so that they are forbidden to ask questions in relation to "particular conduct" and,  without giving these parents any opportunity for a fair and proper investigation into their allegations and concerns the matter will be closed.

When these children protest again and when the parents get frustrated and angry, they blame the children and the parents and discredit them for taking the measures that the system gives them no choice but to have to take.

Its the way the system is set up to deal with issues, its the same reason why my families formal complaints and allegations of bulling, victimiation and misconduct have never been addressed.

Its time that things changed.  Issues need to be dealt with openly and properly so as to resolve the issues and move on.  Principals, like teachers and parents are human and humans are capable of all sorts of things.    100% trust on the world of those responsbile is just unfair and it breaches our basic human right to be treated fairly.

My children once protested outside the Department of Education, it was a peaceful protest so nobody was interested.  The system leaves you no choice but to become aggressive and loud in order to be heard.   Morris Iemma will be finding me on his doorstep soon if my families complaint isn't properly and fairly addressed in the very near future -   6 years is more than enough.

President of P & C Quits

Today Bruce McDougall had an article in the Daily Telgraph that was headed "Head of P & C out in grade dispute".   

It appears that Sharryn Brownlee has quit her high profile position of "President of the P & C".   I must say that I am glad that she has quit!   When I wrote to the P & C seeking assistance, protection and support for my children whom I alleged were being systemically targeted and bullied  I got a letter back for her saying that "Although I appreciate your concerns it is beyond the scope of the P & C".

As far as I am concerned if the education, welfare and wellbeing of students is beyond the scope of the P & C then the P & C is just another social thing and only good for baking cakes.   

A few months after getting that letter from Sharryn Brownlee I saw her standing, talking and laughing next to Mr. Refshauge at an Education function thing.  They joked about the lunches that they had attended together.  It made my blood boil.  The President of the P&C has the ear of the Minister and she cannot bring up the serious allegations and issues with my children.  YOu would have to ask why  - and for that matter what good is the P & C?

Ideas?

I would just like to set out hereunder a set up that I think needs changing immediately in the Public School system.

Firstly, we need to dismantle the Selective School System as it is set up today as it is creating a lot of unfair advantage and that causes resentment amongst groups and it gives the Department of Education an excuse to neglect other smart students. 

We spend ridiculous amounts of money to identify a relatively very small number of a large group of smart and/or talented students. Then we spend ridiculous amounts of money ferrying students to schools all around NSW.  It is a waste of money and it divides communities.   

Kids should all go to their local schools and these local schools should be set up to cater and meet the needs of all their students in their communities.  The millions saved not having to identify and ferry selected students to different schools should be re-directed into education to make every school of a high caliber.   Schools should work together for the betterment of the education of all students.  It shouldn't’t be too difficult given that schools are supposed to be able to actually cater for students of many ages and at different stages within their system.   

So the more advanced students just need to be advanced in the subjects and areas that they have interest and/or are advanced.  It is as easy as that.   No more competitions for access to education.  Every child should be able to apply and try to the level and pace that they believe would benefit them, all students would need to do is to sign a contract that they understand that access to this level of opportunity requires commitment and hard work.  It would give kids a goal and a focus.  Equal exposure and opportunity for all to climb the ladder of opportunity on a level playing field. 

Many kids in school today are bored and getting low marks, others feel out of their head because they can no longer cope with the pace and/or level,  if they had the option to go into a faster paced in a more exiting class or a slower not so competitive class, many would take up the offer that best suited their personality and need and I am sure that their marks and attitude to learning would improve as a result.

I believe it would work to motivate students because it would make things more suitable and more fair.

Dumbing down or cutting down?

Today the Australian had a story headed  Gifted children forced to dumb down at  School. http://www.theaustralian.news.com.au/common/story_page/0,5744,18360911%255E601,00.html

What I am starting to find really interesting is the the fact that the majority  of people who have anything to do with gifted children or educational issues used to be  or are teachers.    I have also noticed this with regard to the New South Wales Association for Gifted Children and even reporters that deal with education etc., most of them are or used to be teachers.  Wouldn't that create a situation where they might find themselves in a difficult situation in relation to dealing with issues and complaints about education in a fair and impartial manner  as their actions  would impact and affect their own reputation and/or the reputation and positions of their friends and, those that are still teachers are also bound by a Code of Conduct that says that they cannot say anything negative publicly  about the Government. 

Professor Gross said many gifted students were ostracised or quietly ignored by their age peers and it was imperative that schools started actively identifying and catering for gifted students, in the same way as for those gifted in music or sports.

"The only barrier is attitude," said Professor Gross, who was a teacher for 20 years."

In one respect I would agree with her, the barrier is attitude.  I have 4 intellectually gifted children and they have been not only ignored and ostracized they have been cut down to size and it wasn't by their peers, it was by the adults that should be there to protect them.  I wish these former teachers would stop blaming the students as, in my older children's case, if it wasn't for the support of fellow students, my children wouldn't have coped at all.   Its not always the kids fault, it's just that the system is set up to protect those in power so the kid always get the blame together with the parents.

PARENTS: LIFT YOUR GAME

Yesterday in the daily telegraph in a front page article headed "Parents lift your game"  the Commissioner Ken Moroney said that kids must be taught crime is wrong. 

Mr Moroney said the process of breaking the cycle of crime was a matter of 'starting with our children'. 

"How do you turn around this culture, this thinking around?" Mr. Maroney asked.  "How do you bring about a change of attitude in terms of crime and potential offenders?  "We've got to start when they're small - you've got to start in the home.  "It comes back to the single unit called the family."

"Rather than encourage children to be law-abiding and respectful some families did exactly the opposite", Mr. Moroney said."

..Its up to the adults to ensure that children know what is right and wrong, when fully grown adults ignore the suffering of the children and dont see what is "obviously wrong" and/or dont care, then what hope do we have of our children learning right from wrong and making good choices.  Children learn by example.

The Stress Generation - Our children

Today the Daily Telegraph had an article headed “Toddlers, the stress generation”>

http://dailytelegraph.news.com.au/story/0,20281,18094654-5001021,00.html

Well I knew it was only going to be a matter of time before this would be acknowledged.  Child care centers are not the only problem.  Schools are also a problem for a lot of children as they are also by their own admission run down, under funded, under-resourced, morale is low and there is a serious bullying problem.

My youngest son tried 3 pre-schools.  He came home full of despair.  It made him sick.  He said that the teachers would sit around and gossip, whilst the children were pretty much doing whatever they liked and a lot of these kids were bullies and the environment was such that he was always in fear and didn’t feel protected or safe. 

Then, if my son said something to the teacher, because the teachers had not been doing their job they didn’t acknowledge the situation, they blamed him and they told him that he needed to toughen up.

I remember one day going to pick up my son and seeing a four year old with an adults belt, the kid was swinging and spinning the belt around with the buckle on the outside.  So dangerous, if that hit a child it would do serious damage and these were all little kids.  Teachers were just chatting to each other, not a care in the world.  Another time I went in there and a kid was running after another kid with a broom.  How dangerous.   Teachers were busy talking, didn’t take any notice.   At another place the kids used to chase each other with sticks during breaks.  How dangerous. My son told the teachers as they started chasing him and it scared him so much, they ignored him.  I told the teachers and responded with it was just kids being kids,  my kid feared for his safety.   How easy is it to poke a kids’ eyes out and to do damage.   My children told me that this type of behaviour and attitude was the norm and they were terrified and they didn't feel safe.  The teachers didn't care about the children, they just wanted to gossip.

The stress levels in my son watching all this dangerous behaviour and having to deal with all this bullying without adults doing anything about it caused him so much distress and stress that he became sick.   I had to pull him out of pre-school and keep him home.  Now he has also been pulled out of school and he is being educated at home because the stress from the school environment  has caused him serious psychological and physical issues.

Kids don’t really need a cuddle at school.  I know that my kids wouldn't want what they call “a stranger” touching them or cuddling them as that would add to the stress.  What they need is an environment where they feel safe and protected and where they feel worthy and valued.

Oh and one more thing, in pre-school my children said it was disgusting and wrong that they didnt' have anywhere for children to do thier business (use the toilet) in private.  They had to do it in full view of all the other children and the teachers, that was embarrasing, humiliating and caused them so much stress and often they just didn't go.   It didnt' get better at school as although the toilets have walls and doors, they are so disgusing that it made them sick so they didn't go even if they busted.

What a healthy wonderful environment for our children!

Why aren't children at school?

Today the Daily Telegraph had an article headed Blitz asks:  Why aren’t your children at school?  http://dailytelegraph.news.com.au/story/0,20281,18073178-5001021,00.html

I think that it is great that schools are actually acknowledging that a lot of kids are not going to school and it is with the parents consent.  What concerns me is that they don’t seem to be asking why the children do not want to go to school and why the parents allow them to stay away.

My children have left school and stayed home for extended periods – with my permission.   I had to keep them home to protect them. I wanted the system to come to my home to find out why my children were not at school because I wanted them to address the issues.  They want to avoid the issues at all costs. 

My children’s absences were due to the fact that my children were terrified and/or distressed by school.  They were being victimized, bullied, neglected and treated unfairly by the adults in the system and nobody will look into or acknowledge what was going on so as to protect my children.  Their education has been being purposely neglected and it was a total waste of their time and they were being treated like dirt and being publicly marked down, put down and humiliated on a systemic and continuous basis.  Would you leave your child into that environment??

Nobody came looking for and asking for my kids.  For 3 months my son stayed home at one point, my daughter and younger son for other long periods of time.  Nobody actually wanted to come to see why my kids were at home because they knew that it would mean that they would have to address the issues.

Let us hope that this means that things are changing.  Let us hope that they are looking at the “Why” and accepting some responsibility not just trying to blame the parents and the children.   The system has to take some responsibility for what is happening as by their own admission the Public school system is run down, under funded, under-resourced and has a serious bullying problem.

That is not a good environment to be leaving the children especially if they are sensitive and it is affecting their mental health and physical wellbeing.

Non English Speaking Background Students

Today the Sydney Morning Herald had an article headed "School children cast judgements on Muslims http://www.smh.com.au/news/national/schoolchildren-cast-judgements-on-muslims/2006/02/05/1139074109950.html

This paragraph particular grabbed me"

"Educationalists and policymakers in education should take proactive steps to help create more racial harmony in the classroom and outside it."

I had a conversation with my Year 10 daughter after I picked her up from school today.   Her school has a very high number of Asians and her complaint was that they all speak in Japanese and in Chinese when they are in their "groups" in the playground and that its really rude and it shuts everybody out.

I think that students should have to speak English when they are in class and in the school playground.   Muslims do the same, they speak Arabic when they are in their 'groups'.  That causes division and people dont intergrate.

Incompetant teachers or incompetant system

Today the Sydney Morning Herald had an article headed When it is teachers that must do better http://www.smh.com.au/news/opinion/when-its-teacher-who-must-do-better/2006/02/03/1138958909403.html

Well, its good to hear that parents are starting to publicly stand up in support of their children’s right to an appropriate education, presented to them by a competent and fair teacher.    The damage is too great to the student.  One bad year can totally destroy a child’s love of learning and crush their self esteem and their academic self concept.  It can also make some children very sick.

With regard to the comments in relation to the fact that the kids from OC then were not successful for Selective School Placement……..Well, given what I know, if was them,  I would request the documents under the FOI Act because when I publicly complained about the system my children also had difficulty getting placement in Selective Schools and the documents that I received under the FOI Act are alarming…………

The system is corrupted, of that I have no doubt. 

I have decided that I am going to post some of the documents in relation to how the system dealt with my daughters Selective school application........so that people can see what the system is capable of and how biased and discriminatory the Education system is.  Coming soon!

Wasting funds

Today the Sydney Morning Herald had an article called $6 m campaign against obesity epidemic http://www.smh.com.au/news/national/6m-campaign-against-obesity-epidemic/2006/02/03/1138836403373.html

What a waste of money!!  I cant believe it.  Surely the money would be better spend employing people to attend schools at lunch time and run programs during lunch time so that the children can excerise more and play.

That would mean that there were activities set up designed to engage the children, there would be more supervision, less bullying happening and more children would be active.  That makes children happier and happier children are more motivated and want to be more active.

I know that in Year 7 my daughter and her friends started playing softball at lunch time outside the PE Staff room.  There was an area of grass there where it was safe for them to play, if anything happened the staff room was right there.   They played softball for about two weeks and loved it, then they were told that they were no longer allowed to play softball because it involved using a bat and that there was no teacher available to supervise the girls using the bat.  Now the girls sit all lunch and talk, usually out of boredom the conversation turns to boys - much to the despair of some.

Wouldn't it be so much better for them to be playing softball!

Control and Discipline in the classroom

Today the Sydney Morning Herald had an article headed In fear of the blackboard jungle, teachers plan escape http://www.smh.com.au/news/national/in-fear-of-blackboard-jungle-teachers-plan-escape/2006/02/01/1138590568673.html

It is a fact that controlling and disciplining the classroom is a major issue for teachers.  However did anybody ever stop to consider the well behaved, quiet, sensitive students in those classrooms and how they feel. 

I have children who cannot cope in the school system because of the lack of control and discipline.  They tell me that the teachers cannot cope with what is expected of them and as a result the children pay the price.  Unfortunately schools like to discipline as a group and therefore innocent children are paying the price for the actions of the bad behaved few.   It was in Year 2 when my son came home and said that it had become obvious to him that it doesn’t pay to be good.

It should always pay to be good!  Teachers are not the only ones leaving and suffering because of lack of control and discipline.  There are a lot of students that are also suffering. 

Off to school again

Well my eldest daughter went off to school today in her Senior Uniform.  Oh boy was she happy about that.   The tunic that the Junior girls wear was uncomfortable and as ugly as. 

Tomorrow my son starts.   Two down, two to go. Well one actually as the youngest one is really in no shape or position to return to school at least for this year,  he will do Distance Education for this year with the idea of trying again and returning him next year.

I dread tomorrow as my younger daughter, with her two siblings in school, will start putting the pressure on me about where she is going to go to school this year as she is desperate to return to school.  I have sent an email to the school that we tried to get her in last year, she is out of area by one suburb and we are waiting to hear from them.   

I just despair, because I know that my family have been blackmarked.  Our zoned local school is the only school obliged to take us and my daughter will not return there due to social issues that involved bullying by exclusion,  I don't know if I can cope with ringing up all the local schools to see if they have a place, if the preferred school will not give her a place.  I know that I will be told that they are all too full for my daughter or that they are not taking out of area.   

Any ideas on how I might be able to do this?  I have considered changing her name, but you shouldn't have to change your name just to be treated fairly and with compassion in a Public School.

There really isn't choice in Public Education. Not for the parent that is, the only ones that get to choose is the Education system themselves and if they choose not to like you then hang on to your hat as you are in for a ride.

National standards

Today the Sydney Morning Herald had an article headed: ‘Must do better: academic efforts take a tumble’. http://www.smh.com.au/news/national/must-do-better-academic-efforts-take-a-tumble/2006/01/30/1138590443506.html

I just despair. They talk about these national standards as though these standards are at a reasonably high level, when in fact they are low, some lower than 25% and the majority BELOW pass mark. How can you fail a test yet pass national benchmarks at a level that the Government is proud of?

The benchmarks are too low. We need to redesign and change the administration and service of Education – for our children and futures sake.

Students and teachers

Today the daily telegraph had a piece called "Violent attacks target teachers".

It described death threats against teachers, attacks against teachers etc.  On Sunday the Sydney Morning Herald had an article on it too wherein they spoke about the fact that students only spent 7 hours at school so therefore the problems must be coming from home.

Whilst most students are at home for 17 hours of the day, really they are only awake and with their parents for less than 7 hours whilst they are at home, the rest of the time they are asleep or doing other things.  So unless parents can influence their children in their sleep I think that our children actually spend more time at school than with their parents so we really need to ensure that we look at both environments to see what is causing such young children, some as young as 5 to attack the teachers.

Now I have a young son, he is so quiet  and very sensitive.  He comes from a home where we are not aggressive, we don't swear and we are taught to be polite and respectful.  When he was at school, he is now on Distance Education as he cannot emotionally deal with his treatment at school, he has come home on occasions telling me that he felt like hitting the teacher.  I couldn't believe it.  My son wouldn't hurt a fly yet the environment that he was in at school made him feel the urge to be violent and aggressive to an adult.  Thank god he didn't actually do it.  He was 6 years old when he stopped going to one particular school to be homeschooled as he could no longer cope.   He was so upset, he says the teachers don't like the children, especially the boys.  He said that the teachers couldn't cope, and that theytreated the students like animals.  My son complained that teachers screamed alot and innocent children were always getting the blame or suffering the consequences because of the bad behaviour of others leaving them feeling victimised and bullied.

Just before he left the school  my son came out very distressed and in tears with a picture in his hand that he had drawn in class.  It showed what he said were like tornadoes on the page, in black and other colours .  There were two people one had boxing gloves on.  One of the people had a voice bubble that said "Save me" the other one had the boxing gloves on.   He told me that the one with boxing gloves was him and the other was the teacher and that the picture showed how he felt and what he felt like doing to her.  I was in shock, how can school bring out these negative out of character thoughts in such a kind, soft and sensitive boy.  He told me that the teacher didn't know he was drawing the picture  instead of doing his work and that he wasn't stupid enough to tell her or show her but that he had to do something, otherwise he would explode.

Maybe we should be asking the students why they are so aggressive towards their teachers and why they  want to do them harm.

Yesterday I said to my son, now 8, that some kids were actually attacking their teachers and he turned to me and said "Well the teachers probably deserved it, they treat children like dirt, they dont care".

Something needs to be done to address this serious issue and the system should look at themselves as well instead of just looking at parents.

For the sake of all those lovely teachers that the children love and who are professional, kind and caring, you know that I am not talking about you. Unfortunately my son hasn't been lucky enough to come across many.

Respect yourself!

   I know that some people are going to think that I am over the top and too strict.  But this sign outside Port Hacking High School in the Sutherland Shire really annoyed me.

How can we expect to teach students respect if the adults do not show respect.  I think this sign is totally inappropriate and shows what childish and rude attitudes we have in our Public School System.  The comment is insulting to those with mental illness.  It is also  insulting to students.  It also doesn't present teachers in a very sane or intelligent light.

Teachers and adults are not supposed to behave in a childish manner, they are supposed to set an example.   Dropping the standards is not in our children's best interest.

For goodness sake, can our Public Education system set a good example and at least "Respect themselves".   

Who cares?

Maralyn Parker had an article in the paper today called  "A need to care for all students" http://dailytelegraph.news.com.au/story/0,20281,17932704-5002380,00.html

Now whilst I totally agree that we need to care for all students I think that Maralyn Parker should practice what she preaches.  She didn't care about my children when I wrote to her about my children being targeted, neglected, victimised, bullied and treated unfairly on a systemic basis  even though an article that she wrote back in the Year 2000 about my family had worked to actually make things worse for my family.  My children have had to change schools numerous times as a result of their treatment, sell our home and move out of the area, be homeschooled, come under the care of paediatricians and psychologists they have suffered serious depressions and physical problems as a result of their neglect and treatment by the Public School system and by the media and public.  Nobody seems to care.

I had been writing to Maralyn about what was happening to my children from the Year 2000 to 2002.  Pretty much one of the last emails I received before the Christmas break in 2002 from her indicated that there did appear to be something happening and something  stopping my kids from getting placement in schools.   Then I received the documents under the FOI Act and I contacted Maralyn to tell her that the documents showed an alarming amount of evidence of misrepresentations, bias and manipulation of test scores, documents and papers. I offered to send her the documents so that she could see.  She didn't respond.   From then on she didn't answer my emails or return any calls.   

As a result of the fact that nobody will support or help my children get protection from those that are targeting them,  my children have been targeted for over 5 years and they continue to be neglected and targeted and they have suffered more emotional and psychological distress than any child should ever have to suffer whilst under the Care of an Education System.

This year my younger daughter does not have a school to go to for Year 6.  She is out of area for the school that she wants to attend, being a school where she has friends and is familiar with things, The school that we are zoned to is not suitable for her socially and she knows because she has tried.  We wont know until school starts whether the school that she wants to attend will take her as they say they are full and are not taking out of area and have to wait until they have their numbers this year before they know.  My daughter is full of despair, she wants to go back to school for Year 6.  My family have a history of having difficulty getting into schools and getting treated unfairly and all of this is happening because back in the Year 2000 I dared to publicly complain about the neglect of students in the Public System!!.

There is no point trying to speak to any of the Ministers.  They will not see you!  They are apparently all busy for the foreseeable future.  The process they use is that they take the word of those responsible, close the matter and discredit the complainant.

There is no duty of care to the children and best interest of the Government is always of paramount concern! 

I have a good idea!

I have a good idea on how to motivate kids to help out in the Community.

At the moment kids educational and career opportunties are based how high their marks are in school.   Children that are in disadvantaged homes and schools are at a distinct disadvantage.

What I think that we should do is that opportunities for education and for careers should be awarded on the basis of high school marks at basic skill level only so that those that get extra tuition are not at an advantage and the applications be processed on the basis of how much community service etc., a student has done.

Then,  instead of students spending their life at coaching clinics they would be out in the community helping themselves and the community get head.

Teaching Respect!

Today the Daily Telegraph had an article headed "Teach them some Respect" http://dailytelegraph.news.com.au/story/0,20281,17900297-5001021,00.html

I just despair when I read articles like this.  As if singing the National Anthem is going to teach our children respect.  When are the adults in the Education system going to realise that it is not what you teach that makes the difference,  its the way you are treated that is the defining factor.

No point in the Department of Education forcing students to sing the National Anthem and then turning a blind eye to allegations that their own students are being obviously and publicly  victimised, vilified, bullied and harassed by those in the system.  That's where the learning about respect begins, in the doing the right thing by our children so that our children can feel protected and safe and so that they can learn.

Children learn by example and if they are lacking respect, then they are learning it from the adults around them.

School Holiday Blues

It is now going on four  weeks into the school holidays and my kids are bored with them and I am going to have a whinge.   The kids spend alot of time on their computers socialising and playing games.  Too much time!   The weather hasn't really been great and the age difference between the kids and personality differences makes it difficult. 

The older highschool ones are ready to go back to school, the younger ones who are being educated at home want the older ones to go back to school too.  Amanda,  one that that is being Educated at home but desperately wants to return to school for Year 6, insists that when not attending school, holidays loose their meaning and she is fed up.  She wants action!  John, who is also being educated at home and does not want to return to school, insists that if Amanda is not returned to school that he doesn't know if he can cope at home with her for the school year.   He can no longer deal with her ways and personality and her need to lead and for action.  She takes over.  He is very quiet, sensitive, extremely emotionally intense and an introvert.   She is also sensitive, most think she is quiet, but see in her own environment she is so much more extroverted and excitable and she wants to rule. They clash. 

Actually my children tend to clash, I have two extremely hypersensitive and introverted children and two more extroverted children who delight in seeing how a simple word or action, that they believe that others wouldn't probably react to,  can send their introverted siblings into a emotional fit. It does create it's own set of problems.  Different children, same womb, same house, same parents, same food, same rules, same environment produce different attitudes and different responses.

I am at a loss as to how to deal with the dilemma.  The two introverted ones insist that they cannot survive if they have to live their whole life  with the two extroverted ones.  Lucky for them they don't have to,  unless of course they are planning on never moving out!   I try to keep light hearted about it but it really isn't easy when you have different personalities living in the same house who insist that they cannot emotionally cope with the others personality and ways.  The thing is that the kids are all very good kids, its just that often the reactions are extreme because of their hypersensitivity. 

One thing I know for sure, I need to find a school for Amanda for this year.    

Catholic School Report cards

Today the Sydney Morning Herald had an article headed http://www.smh.com.au/news/national/new-report-card-for-catholic-schools/2006/01/16/1137260004172.html.

Now back in the Year 2000 3 of my children tried a Catholic Public School for that year.  AT that Catholic school I actually found the reports cards quite okay.   

AT the moment my eldest is in a Catholic High School and he is quite happy there,  last year they upgraded their report cards and they are much better now and I find them okay. 

However last year my two youngest children enrolled at our now local Catholic School.   They didn't last long, but they were there long enough to receive the half yearly report.  Now I don't know what the yearly report would have looked like but the half yearly report pretty much told you absolutely nothing.   I have heard similar complaints from family members who's children are also in Catholic Schools.   So I think that it is a very good move for Catholic Schools to do something about the way they report a child's development and achievements as I believe that report cards not only tell parents about the way their children are developing but also how they are being taught.  Parents need to be able to clearly see if their children are going backwards!

Public School facilities

Clean toilets and good facilities at school are very important.  My children refuse to use the toilets at school. They just wont go unless they are dying ... It is a very important issue.  Some Public School toilets are worse than public Park toilets, not too many public park toilets have to cater for the amount of users that school toilets have to. 

Providing such disgusting facilities is disrespectful to students and it does affect their feelings of self worth, their work and their health.  These days most students come from renovated homes and have a medium to high standard of living, they are going backwards everytime they step into a Public School.

It is also a fact that students do not go to school just to get high marks.  They go to school to learn and develop.   How they feel about themselves, how they are treated and their environment has a huge impact on their development and attitude.

If you have a clean school that has high standards students are less likely to throw their rubbish on the ground and/or destroy things, but see if the school is a dump, children adapt and treat it as such.   Its not a good example to be set for our children nor is it a good thing to be educating our children in schools with such a low standard regardless of what marks they manage to obtain.

Our Governments need to raise the standards of our public schools so that parents don’t have to send their children to Private schools and they therefore will not have to work two jobs and they can spend more time with their children and keep their house.

Cost of Educating children

Today the Sydney Morning Herald had an article headed Pay the mortgage or Educate your child http://www.smh.com.au/news/national/pay-the-mortgage--or-educate-your-child/2006/01/11/1136956242990.html

Now we have 4 children and I am starting to see why we keep going seriously backwards.  Only one child  is in a Catholic School. We also have one in a Public School and two on Distance Education waiting for me to win lotto so that they can go to Private schools.   Unless we win lotto,  even if we sold our home – we cannot afford it.

I don’t believe that it’s better to put your children in the Public School and save your money for University.  Unless, of course, your children are happy and satisfied in their Public School.   The growing years are the years that are the most important years of your child’s development and they should be spent in an environment that compliments the child, validates the child and makes them feel good about themselves.

 

My kids have given up on Public Schools, they really cannot cope with the terrible state of the facilities, especially the toilets, but our finances dont allow them the luxury of trying the Private System so they have to be educated at home or suffer.   

Bad messages in Reading books

Today in the Sydney Morning Herald there was an article headed Interactive Learning fails reading test http://WNW.Sm.com.Au/news/technology/interactive-learning-fails-reading-test/2006/01/09/1136771500779.HTML

What bothered be about this article was the book the school used to do the reading test was called Little Monsters at School. 

Now this is an issue that has bothered me.  I have a young very sensible son who continuously complains that the books that he was given at school to read, the things being taught at school, and the books aimed at his age group are bad and that they teach children bad things.

I don’t know who’s idea it was to make young children’s books deal with things that are bad or rude in order to capture their attention.    Don’t they realize that children learn by example and in essence we are training our kids to feel more comfortable with bad than with good.  By exposing them to more bad or rude things under the umbrella of getting their attention and making it fun we are telling them that good is bad and bad is good.

I remember one day my son came home from school in Year 1 really upset and said that this is the poem that they had been taught and for which they had to do quite a number of worksheets on:

DO YOU LIKE ME:

Do you like me

Do you not

You told me once but I forgot

I like you I like you so

That if I had a peanut

I would give you the shell.

And no my son said that they didn't discuss the meaning of the poem.  They just did a whole stack of boring worksheets on it.  He didn't think it was funny, he thought it was a bad thing to teach children.

Introverted students

After reading what Kate said in the previous post about introverted students and how some teachers don't really know how to deal with them,  I decided to start a list on what teachers should avoid doing to introverted students.

Things teachers should NOT DO when dealing with shy, introverted, emotionally intense, students:

    1.   Force the student to lead the class line.

2. Pick them to make a speech without asking them privately first.
3. Ask students to answer a question when they haven’t got their hand up.
4. Read the students work out to the class without asking if its okay first.
5. Chastise the student in front of the class.
6. Ignore the student when they are the only one with their hand up.
7. Sit the student next to an extroverted student.
8. Criticize and discuss the students work whilst during class.
9. Put the student on the spot in public

Now  I am sure that there are many extroverted students who would also not like some of the the above, but the thing about introverted students is that they just don't just get over it and move on, it really affects them and makes them fret and worry and they stress.  Stress causes alot of psychological, emotional and physical problems.

Maybe a few other people might have some ideas that could be added to the list?

Fight for change

One of the things that we have found in the Education system is that there are so many parents that are unhappy with the system but are too scared to say anything because their children are not getting high marks. They believe that if they try to explain to the teacher that the reason that their child is aggressive and disruptive is because the child is bored and has lost motivation, that the teacher will be quick to tell the parent that the child isn’t getting everything right and so therefore how can the child be bored. Parents think that if their children were getting higher marks things would be different. I am here to tell you that it doesn't make a difference. 

My children were getting the highest of marks and they were quiet and when I complained I was told "We have alot of smart kids in this school", as if to say "Well you are the only one that is complaining so it must be you that is being unreasonable".  Parents don’t realise that it doesn’t make a difference how well you perform, the way education is being served is failing the majority of students. Whether your child is consistently achieving at a level of 99% or 25% in their year - the curriculum is the same for the year.  A little bit of extension doesn't make it better its just more of the same.

Too many students are being neglected and bored to distraction and are having to find alternative focuses in order to cope. Unfortunately these focuses are usually not in their best interest.

Children are being failed at all levels and stages because students and parents are not standing up and making their concerns known and demanding accountability and change. It doesn’t matter what level your child is functioning at, as a child goes to school to learn, not to get high marks and if your child is not happy with the manner, pace or level that education is being presented, the parent should go and complain and they need to fight for change.   The way it is now the system thinks that because parents dont complaint that there is no problem, they dont want to acknowledge that parents are too scared to complain. If parents do not teach their children to stand up for their right to an appropriate education and stick together and support each other on this one nothing will change and our children deserve better.

Don’t ever let schools use your children’s marks against them as marks are more dependent on who you are/know and the environment and quality of education presented, than anything else. No matter how smart a child is they are not telepathic, they need to be taught and they need to be taught well.

Private Schools

Today the Sydney Morning Herald had an article headed "Elite Schools hit parents wallets again" http://www.smh.com.au/news/national/elite-schools-hit-parents-wallets-again/2006/01/01/1136050345490.html

It amazes me the high cost of Private schooling.  How much money must a person have to earn to put their children in Private Schools if they have say 4 kids like us?  Its something you really don't think about when you are having children but given the state of the Public School system, maybe parents should!

Many a time I when presenting my children's problems and issues in the Public system I have been asked "why don't you just put them in private schools" as though it is easy to do just that and I am just being stubborn.  Hello, with 4 kids you would need to earn over 100,000 a year just for school expenses before you even thought about mortgage and everything else.   My goodness my husband and I own a small business and there is no way in this world that we could even be able to afford the school fees let alone be able to live.

I do envy those that have that option and I hope that my kids will be able to offer it to their kids.  My kids would love to go to Private Schools. 

Selective school placements

Today the Sydney Morning Herald had an article headed Upfront school fees lock in smartest http://www.smh.com.au/news/national/upfront-school-fees-lock-in-smartest/2005/12/30/1135915692345.html

Its no secret that I have an attitude towards Selective schools and one of the things that I feel very strongly about is that I don't believe that Private School kids or Catholic school kids should be able to sit for  Selective School placement.  Selective Schools should be for Public School kids only!  You would be surprised how many students come from non public schools?

Because placement is based on high achievement on school and the Selective school external tests that are then scaled and moderated depending on how the students from the school did in the test, how can you possibly put  rich private school kids who are in an optimal learning environment in academic competition against Public school kids who, for all intents and purposes could very well be in a disadvantaged school and/or home.   Given that you can miss out on a place from as little as one mark and being identified intellectually gifted and a consistent high achiever does not carry any weight for placement  I believe it is not fair and it once again gives those that are in a better learning environment an even greater advantage.

School leavers

Today the age had an article headed Better jobs,  more pay for Year 12 graduates http://www.theage.com.au/news/national/better-jobs-more-pay-for-year-12-graduates/2005/12/27/1135445573294.html

I must say that I don't necessarily agree that it is best for students to stay in school until Year 12.  I believe that if a student enjoys school, is motivated and wants to go then by all means it is the best place for them.  However, there are many students who despise school and hate going.  What possible hope can these students have of excelling and enjoying their life if they don't want to be there.   These students need to get out of the school environment to be educated and attend Tafe or the like in order to obtain a trade qualifications.   It is important that students that leave in Year 10 etc,  do not just sit at home.   Students should be required to either have a job or to be enrolled in Tafe in order to leave before Year 12.   

School is not a place that everybody enjoys.  Many see it as doing time and some cannot cope with the length of their sentence.

   

Dumb and getting Dumber

Today the Age had an article headed Educators Ponder Degree of Dumbness http://www.theage.com.au/news/world/us-educators-ponder-degrees-of-dumbness/2005/12/26/1135445527006.html

Now of course this assessment was carried out in the US, but I have no doubt that if they conducted the same experiment here, they would arrive at similar results.

The problem is that the system of educating students is causing people's brain capacity to shrink, not to grow.  Education in the manner that it is served has been dumbing down our children for years.  Our children are not required to think and to have opinions and to digest information in order to understand.  They are really just required to memorise answers for tests and to memorise what the teacher wants them to write down.   Individual logic is suppressed and the ability or opportunity to think is denied.  We are programmed by the system who wants to produce robots who don't think for themselves. 

Its easier to control the masses when they are dumb and robotic, however it goes against our human survival instinct.  We need to be moving ahead, not going backwards otherwise we risk being taken over.

HSC Scaling/Moderating

Today the Sydney Morning Herald had an article headed Students Battle to learn HSC Raw marks http://www.smh.com.au/news/national/students-battle-to-learn-hsc-raw-marks/2005/12/20/1135032020203.html

It doesn't surprise me that they don't want to give out the information.   The problem is not really about it not being in the Public interest, their concern is it not being in the "Public Services" (aka  the Department of Education) interest  as then people might be able to put two and two together and work out that it doesn't add up and they may find themselves having to  answer.

For too many years this system has been permitted to do what they want behind closed doors.  Its time those doors are open.  Our children deserve to be treated fairly.  We need to support these students and encourage them to take this as far as they have to in order to fight for their human right to be treated fairly.   There is no reason why students shouldn't know the truth about their marks.

Scaling, moderating or tampering?

Today the Australian had an article headed failing students buy way into University http://www.theaustralian.news.com.au/common/story_page/0,5744,17607393%255E2702,00.html

I find this whole scaling thing very interesting.  I wrote to Mr. Brendon Nelsons office again back in May 2005 enquiring as to why they were prepared to investigate issues in relation to students being marked up but they were not interesting in investigating allegations of students being marked down and test marks being manipulated  in order to do harm.    I received a reply from his office by a Mr. Tudge back in July 2005 stating that while the Minster is sympathetic towards my feelings of dissatisfaction and disappointment about my children experiences, that he is unable to directly intervene in matters which fall within the responsibility of the NSW Minister for Education, the Hon Carmell Tebbutt MP.  I was advised that he would make some enquries as to the procedures adopted to address the issues that I have raised and to see if there are any further avenues available to investigate my claims......As at today 19 December 2005, I have not received a reply.

My concern is, why is our Federal Minister able to comment on students being marked up, but not permitted to comment or investigate allegations of students being marked down and their scores manipulated in order to deny them educational opportunities and in order to do harm?

Doesn't seem fair or right to me!

The whole thing about the Department of Education is their desire to appear to be doing well.  They will protect their reputation at any cost.   It really is irrelevant to them how individual children or even children as a group are performing.  They have access to do whatever they want with the marks without supervision, question or challenge.    Nobody should have that much power.

Eduction news

Today the Australian had this article by Kevin Donnelly Perils of Multicultural Education http://www.theaustralian.news.com.au/common/story_page/0,5744,17604345%255E601,00.html

I must say that I found it a bit difficult to understand exactly what he was trying to say, but I do agree that our Education system is creating alot of problems in our youth.  However I believe that it is not necessarily WHAT they teach our children that is the problem.  The problem is THE WAY that they teach our children and most importantly "HOW THEY TREAT THEM".

Actions speak louder than words.

Teaching respect

I have been contemplating the reason why there appears to be no respect developing in our youth and I came up with a theory.  I am sure that it's not just this on it's own that is the problem, but I do believe that it is a contributing factor.

I think that one of the problems is that we are no longer taught to respect each other's personal space.

I remember when I was in Primary school you always had to have an arms distance from the person in front of you when in line etc., to keep a respectable distance between you and another person.  Nowadays that doesn't happen any more, everybody sits on top of each other.  There is alot of push, shove and bullying behaviour happening that is difficult to identify because everybody is on top of each other.

People need to be taught to respect other people's individual space and learn to respect each other as individuals.

Asian Studies

Today the Sydney Morning Herald had an article headed Pact makes Asian studies a priority for all schools  http://www.smh.com.au/news/national/pact-makes-asian-studies-a-priority-for-all-schools/2005/12/14/1134500916804.html

I guess the main problem I have with that is the fact the use of the word Priority.   I think that teaching our children how to read, write and do math should be the priority and then we need to move on to the other things.   

The fact that so many young students couldn't remember anything about Asia has more to do with the way that they are taught than anything else,  they should try prioritizing that!  The process the system uses of memorizing information for tests doesn't register with the student in a way that is understood so as soon as the test is over it gets lost in all the memorized jumble and only comes back to the surface if they have to do a test on it and they study. 

When are schools going to focus on helping our kids think and understand rather than memorize and take tests?

One size does not fit all

Today the Sydney Morning Herald had an article headed 'Schools urged to overhaul way of thinking' http://www.smh.com.au/news/national/schools-urged-to-overhaul-way-of-thinking/2005/12/13/1134236063866.html

It is good to see that the Department of Education is identifying the problems and issues.  Problem is that they never actually do enough to change things.  Enquiries after enquiries, year after year and things don't change.  The Department of Education needs to be made accountable and responsible as they are not volunteers.  They are being paid for doing their job.

What I don't understand is why they don't  make the school starting age dependent on the emotional and social development of the child and then place the child at a level that is appropriate for their needs in the different subject areas.   For some that could be 4 for others it could be 6.   All children are different, its this boxing our children that is causing frustration and problems.  Children should progress through school at a pace and level that is appropriate for them.  Every child is different, we need more flexibility and acceptance of difference.  We need to stop trying to make everybody the same.   

Bullying and Aggression in our youth

Maralyn Parker had an article today in the Daily Telegraph about rasism being taught at home.  To a degree she is right, but lets not forget the schools role as children spend the best part of their day at school.   It's not just the parents fault.  What about television?  What about the radio?   What about all those things our kids hear and see.  They are not robots, it affects them.   Maralyn Parker seems to think that schools teach tolerance.  I would be happier to see schools instead of trying to teach values and tolerance that they showed it and treated children with respect and properly responded to issues and problems.  What is happening has been caused by frustration and aggression on both sides because issues havent been dealt with a proper and fair manner as the children have been growing up.  The same system is used in schools as it used in society to deal with problems, ignore it and wait until there has to be a fight in order to try to resolve the issues.

I have school age children.  At the moment I have two children who have had to be put on Distance Education on psychological and medical grounds.  My children are unable to attend school because of fear, fear that causes them serious psychological and physical problems.   My younger son is terrified at school as he says that the kids at school are wild and aggressive and out of control and have no respect and there is no discipline.  My son doesn’t feel safe to go to school because of the amount of bullying, victimization and aggression that he has experienced at school.  If he is scared of the kids, he is even more scared of the teachers.  Its not a safe and caring environment for many children.   Most children dont want to go to school.

When my son tells the teachers what is being done to him he gets ignored and nothing is done then as a result then he gets bullied for dobbing.   The teachers turn a blind or tell him that he needs to toughen up go and play football.  By not taking proper action they support the bullies.  The community tells me that my kids need to toughen up because life is “tough” and 'thats life'.   They seem to think that it is my children’s perspective that is the problem and that he is just too sensitive.  People seem to think that it’s just “kids being kids” and that it isn’t serious. 

Let me tell you that it’s more than boys being boys and my children tell me that the girls are getting into the action.  These are kids being allowed and even helped  to turn into the louts and thugs  that  we are seeing on our beaches.   What we are seeing in  our youth is the result of no discipline, or control and that leads to a total lack of respect.

Until we actually acknowledge the issues, address the issues and deal with the issues nothing will change.   Until we raise the standards we will continue to go backwards.

We need to address bullying behaviour for the serious issue that it really is.   We need to show our children that we respect them and that we will protect them from those that want to torment, harass and bully them.   If we want children to learn respect, we have to treat them with respect, protect them and respond to their needs.

My son has been to 5 different schools and has experienced the same problem in all the schools and the culprits have come in all shapes and sizes, nationalities and religions and he says it is getting worse and its an epidemic.

RE: Asian Scholarships

Today the Australian had this story headed

Howard woos top Asian students http://www.theaustralian.news.com.au/common/story_page/0,5744,17536304%255E601,00.html

I really found this very interesting because when I wrote to our Prime Minister Mr. John Howard seeking help and protection for my children who are identified very highly intellectually gifted children that were suffering serious psychological and educational neglect and harm as a result of their treatment in the Education system. Harm that included serious allegations of bias, victimisation, manipulation of test scores, bullying vilification and misconduct, I was advised that it was "outside his jurisdiction".

I wonder whether it would have still been outside our Prime Ministers jurisdiction if my children were of Asian background instead of Lebanese?

My children didn't only not qualify for funding, they didnt even qualify for protection.

Training teachers

Today the Sydney Morning Herald had an article headed http://www.smh.com.au/news/national/teachers-face-new-tests-to-lift-reading-skills/2005/12/08/1133829724499.html

I cant help but feel that its a bit on the ridiculous side to say that trainee teachers must prove that they can read, write and teach phonics in order to be employed.   I guess I am wondering how many teachers have come out of the Education system that cant read, write and teach phonics!  It just seems like it discredits teachers and although I do believe the system has been dumbed down to a point that everybody is affected, I don't think teachers are affected any more than anybody else.  You are always going to get some who are not good at their job, those should be identified but I don't  necessarily think that there are alot of teachers that don't know how to teach the basics.

I believe that the problem stems from how the classes are set up and the fact that teachers nowadays teach out of a book with the main focus on outcomes for different stages at different ages.  They give teachers an impossible job in conditions that are appalling, without proper resources and without proper support.   Teachers cannot cater for so many differing needs.  Its just impossible.

I don't blame the teachers, although there are some that should definitely be removed from face to face teaching.  I blame the administration and the bureaucrats who set up the system so that they can protect their reputation and easily manage things so as to show what they want it to show, without consideration to whether it is in the best interest of the child or how it affects the teachers. 

The whole problem with education is the fact that it is a 'one size fits all' model and therefore it is failing the majority.   Education today seems to rely on our kids already knowing and/or memorizing rather than learning.  Our kids are not being asked to think.

Education guidelines

Today the Sydney Morning Herald had an article headed "Parents wise on whether children are" http://www.smh.com.au/news/national/parents-wise-on-whether-children-are/2005/12/06/1133829597913.html

I think that it's about time they had some  education guidelines for learning that were easier to understand so that parents can know exactly what they need to do to help their children.

My main concern is that I wonder what they propose to do with children who can start Kindergarten already counting to 999 and who start Kindergarten already reading fluently.  Also, what do they propose to do to those children who cannot grasp the counting or the reading in Kindergarten.   

My other concern is, how they propose to deal with the changing over of the grades to ensure that children who have progressed do not have to go back and start again at the beginning of the year and waste valuable learning time revising what they already know.  This going backwards every year is having the effect of not validating students achievements and boring them often to a point that they start mucking up or start losing interest and the ability to learn.   And of course what do they propose to do with those students who struggle and need to take things slower.

We cannot have a one size fits all approach as every child is different and they all have different needs that need to be met even if they are of a similar age.

RE: Children and violence

Today the daily telegraph had an article headed Children Brandishing deadly weapons http://dailytelegraph.news.com.au/0,20295,,00.html

I just despair, I don't know when the adults that are running this country are going to realise that we are a product of our environment and if children are watching TV, listening to radio and parents talking and hearing constantly about terrorism, guns/bombs, violence and sex then that is what they will learn and that is what they will role play.

Monkey see, monkey do isn't just limited to monkeys - we are all animals and we all follow that same simple rule.

People learn by example and the examples that are being set for our children in the name of freedom are terrible.

Learning to Read

Today the Sydney Morning Herald had an article headed Reading to be taught in the old way  http://WNW.Sm.com.Au/news/national/reading-to-be-taught-in-the-old-way/2005/12/02/1133422108622.HTML

Now I have stated previously that I have been involved in reading recovery and that I do believe that the majority of children that struggle with reading have phonetical issues, many also have other issues but I do believe that if you don't get your phonics correct then you cannot fix any of the other problems and issues.   For a student to be able to fix a problem in reading, they have to understand the problem first.   That's where the system is failing the children!

My main problem with what I am reading is that the system always seems to have this blanket approach.  Everybody the same.   What needs to be done is curriculum differentiation for the different children as every child is different.   Then and only then will we see a difference.

It shouldn't be very difficult,  all they have to do is instead of asking students for their date of birth in order to place them into classes they should test them and find out what they already know and what level that they are at and then they should group them according to ability and need in the different subject areas.  All they need to do is to  ensure is that if a child progresses that they can move up the levels, or if for whatever reason they have a difficult year and they don't progress, that they don't move on to the next stage until they have acquired enough skills to be able to be successful.  Then those motivated students that do alot of after school work, instead of sitting at the top of the year getting in the high 90's before they have even been taught the curriculum in school can just move on to the next level where they belong.

All children have the capacity to be successful,  just that they all need to go at a different pace and level in order to suit their individual needs, personality, culture and style. 

Teachers/learning

Today in the Sydney Morning Herald there was an article headed Teacher Training out of touch, Kosky warns  http://www.theage.com.au/news/national/teacher-training-out-of-touch-kosky-warns/2005/12/02/1133422111077.html

I don't know why our Education Systems have to spend so much time and money on so many enquiries/inquiries and why they go on so much about the obvious.    If those in the system want to know the best way to teach the students then instead of asking each other they should ask the students what they need!

I know that teaching out of a text book is not only not suitable for teachers, it is also not suitable for students.  It scares me that there are many in the Education field who really do not understand Education or the process involved in learning.

Testing

The Sydney Morning Herald had another article on testing today http://www.smh.com.au/news/national/nsw-says-yes-to-school-tests/2005/11/28/1133026404795.html .

I don't have a problem with testing kids on these types of tests.   Students need to know the areas that they need to work on.   

I think it is crucial, however, that these tests  be returned to the students with the test results so that student, parent and teacher can see and understand exactly where mistakes are being made and at what level the student is  functioning in the state.   It is  important for students to understand why they achieved the result and what they didn't understand so that they can learn from their mistakes and they can put it behind them.  Its important for parents to understand exactly where their child needs help, parents cannot rely on schools and teachers as they, by their own admission, find it difficult to cope with what is expected from them.

The way it is now, tests are just used to judge children and our children are more than just marks.

5 year olds and reading.

Today the Sydney Morning Herald did an article headed "Five year olds to be tested on reading" http://www.smh.com.au/news/National/Fiveyearolds-to-be-tested-on-reading/2005/11/26/1132703397741.html   

Whilst I agree that they should be testing children when they start school to see what levels they have already attained, I wonder however,  what they then propose to do with that information.  If it is just to tell the parents and they don't differentiate the curriculum for the students that do not fall into the norm for their age and they continue to teach as a group, then these tests are a waste of time.

One of the major problem in schools is the fact that children all start schools at different ages and stages and with different levels of achievements and they are all grouped together and taught the same curriculum.   

My children in particular started school reading fluently and had been for a number of years, their skills in all areas were extremely advanced.  Although it was obvious to everybody,  the schools did not differentiate the curriculum to meet their obvious needs, they taught them the alphabet when they could read fluently, they taught them blending sound when they were reading at a level at least 6 years above their chronological age and with comprehension to match etc.   My children were very unhappy, they said school was boring and stupid and complained that school was a total waste of their time.  Who can blame them!  The days are long and draining when you already know everything that is going to be taught and you are treated as insignificant.  Its humiliating when your teacher pretends that she hasn't noticed how advanced you are and gives you worksheets to teach you the sounds to letters when you are reading novels or when you can do triple digit multiplication and the worksheets that you are given are introducing you to the numbers 1 - 10.  Day in day out, year after year, it doesn't get better.   Its confusing when, as a home reader, the teacher gives you a novel to read, yet at school the teacher treats you like a Kindergarten kid who cant read and gives you the same work sheets as those who cannot read at all.   You don't have to be that advanced for it to be a problem, if you already know your sounds and you know them well, learning them for a whole year is a waste of your time.

Then the next year you have to start again.   No matter how far you have progressed the year before, you have to start at the beginning of that years expectations and review everything that you had learned the year prior, before you start learning the next years work.  You dont move on from the level and stage that you had attained the year before, you go back to the begining of that next year. Imagine how those that are advanced feel.  They feel that they are continuously going backwards.   Its draining. Many kids end up misbehaving and just giving up, many just cant sit still and they don't learn how to focus or concentrate.    It is too much to ask a kid to sit there for 6 hours a day 5 days a week at a level that is so below their needs in content and pace.

It isn't any better for those that struggle!   I have been involved in reading recovery for children that struggle with reading and they seem to all suffer from a similar problem.  The majority struggle with the sounds of letters, they have developed bad habits that are really difficult to break.   One thing I noticed is that they tend to all get the same or similar ones wrong.  They are not learning the sounds properly before they move on and that is sticking with them and once that happens you have a problem because those sounds are repeated in text so they are making the same mistakes over and over and that reinforces it.  Problem is that reading recovery doesn't identify their individual problems and it doesn't teach students strategies to overcome their particular difficulties.    Sounds like e, i, and even a are commonly sounded out incorrectly.    All reading recovery does is makes them practice reading, but generally you are expected to read the text to them first and these kids are clever and they devise ways on how to deal with their difficulties. What they tend to do is they learn to memorise the text and then just repeat it.  Many of these kids are smart, they have just developed bad habits with regards to their sounds and they are not being taught how to fix the problem.   Because they struggle with reading, they think that they are dumb, but it's not their fault.  Through primary they manage to just get by memorising texts and words and asking others, many even look at other students answers, there is alot of copying going on, when they get to high school it becomes a serious problem.   Reading recovery, just like the curriculum,  is presented to them as a group and it isn't individualised so it really isn't appropriate for the majority of students. 

Until the system changes the way they present the curriculum to students and stops asking a child their age and instead finds out what level and stage they are in different areas and provides the children with work appropriate to their level and need then children will continue to be failed by the system.  Students should progress through education at a pace and level that is appropriate and suitable to them.    There is not educational purpose for grouping children by their chronological age, only administrative convenience!.   

HSC

Today the daily telegraph had an article on the HSC headed National exam to be based on HSC http://dailytelegraph.news.com.au/story/0,20281,17353485-5001021,00.html .

I must say that I have no experience whatsoever in relation to HSC.  I didn't do it, my husband didn't do it.  My brothers and sisters didn't do it.  My eldest two children are a couple of years off. 

I have, however,  always had concerns about the testing procedures as I don't regard them as fair.  I have never agreed with assessments that make up part of your mark that are completed at home.  I believe that all assessment tasks that will form part of your overall mark should be done at school.  There are alot of students who have access to tutors and even to parents and siblings who help them, or in some cases do it for them!  I know this for a fact!   This is really unfair to those that don't have the means or access to help.

It is also a fact that there are some schools that have a terrible reputation and areas that are disadvantaged.   How can a child from one of those disadvantaged schools compete against a child from a well to do area and school, that has support and is in an optimal learning environment.    Its not always how smart the student is, but how good the teachers are and how good the school is and how supported the student is in their education. 

To be fair to all, I would like to see all schools become dynamic and exciting learning centers and offer to the students a curriculum that is exciting and engaging.  I would like to see students given a choice as to what level and pace to have their education provided to them in the different subject areas.  Allowing them to excel and advance in the areas that they have interest, potential or talent and at the same time allowing them to take it a bit slower if need be in the areas that they find they need more development.  Choice and flexibility will make such a difference and it will allow students to have a say and to be in control of their education and future.  That will empower them and give them a focus.

It shouldn't be difficult, there just needs to be a change in attitude and administration.

Teenage drug use

Today the Age had an interesting article on drug use amongst teenagers, http://www.theage.com.au/news/national/when-children-light-up/2005/11/23/1132703255109.html .  The thing that scared me the most about it was the fact that it states that it is often the parents of the kids that give the drugs to the kids and their friends and even provide them with alcohol. 

I must say that I find that appalling.   How any parent can give a child drugs is beyond me!   How any parent can give somebody elses child drugs is something that I cannot get my head around but I can assure you any parent gave any of my children drugs or alcohol that they would  get  a visit from us and the the Police!

I have heard this type of thing  happening.  Parents these days seem to have become confused as to their role.  Many seem to want to be on the same level as their kids or even 'cooler', if you can call it that.   There is nothing cool about being drunk and off your face.   Its almost like some parents are scared to parent the kids and that parents don't want to grow up.  It's almost like they are stuck.   I have heard from parents about their Kids going to birthday parties (14 year olds) and the parents at the party introducing their kids to alcohol and  providing alcohol.  What is wrong with these parents? 

For the sake of all those parents who are equally appalled by this behaviour I would say that I realise that it is not all parents.   Unfortunately what I have found is that there are alot of parents who, in order to cover up their own bad habits and lifestyle - drag their kids into it and even other kids.  They do not teach them well.   

Children learn by example.  How can kids learn respect when the adults are behaving worse than children and when there is no discipline or good examples to follow.      

Aspergers and Pushy parents

Today in the Daily Telegraph Maralyn Parker did an article headed "Alex's giant strides against prejudice".    It's about a boy with Asperger's who had suffered prejudice and bullying and who has now finished some of his studies through school and through Distance Education.  In it Maralyn Parker says that the growing up for children with Asperger's is hell and that the worse place for a child with Asperger's is school. 

Asperger's is part of the Autism spectrum.  One thing that many with these issues have in common in high intelligence.  These children are different, socially and emotionally.  They are very vulnerable and they are treated so cruelly in school. 

Now is probably a good time for me to say that I am 'NOT HAPPY' with Maralyn Parker.   During the issues in relation to the victimisation, neglect, bias and bullying against my children I corresponded with her regularly.   Right up until I received the documents under the FOI act when I contacted her to tell her what I had found - I thought she would be outraged,  she seemed distant.   It was Christmas holidays when I got the documents so after the holidays  I tried to contact her again to send her the information and documents so that she could see for herself, I thought that she would be very interested to see them, however she no longer returned my emails and I was shut out!  I guess it shouldn't surprise me because from what I hear,  wasn't she formerly a teacher?

The fact is that the worse place for anybody that is different is 'school'.  What bothers me about her article is that she writes "And for parents, the more you demand help for your child, sadly, often the more a school will go out of its way to make sure you don't get it.  It is part of the culture of our schools and the way they treat pushy parents". 

Even though she seems to be supporting the parents and agreeing that the system has a culture of particularly neglecting and victimising those that ask for help for their child, the way the piece is written is negative towards parents.   I dont think that a parent seeking help for their child should in any way be presented as "demanding" and I dont believe that a parent who has a child with special needs that is trying to protect their children should be called a "pushy parent".   It really doesn't matter why she wrote it the way that she did.  It has the affect of blaming the parent indirectly.   That's exactly what the majority of teachers and the system do!   

Not happy Marlalyn!