I’m a special needs teacher in Victoria. I have worked in this sector for eight years. I chose to work in this field as I felt very passionate about developing high quality educational programs that support students with special needs - so they learn skills that improve their quality of life and their families’ qualities of life.
The students I work with have moderate to severe cognitive impairment. Over 70 per cent of them are diagnosed with autism. They may be non-verbal, may have trouble with sensory processing and may present with behavioural issues.
I love my job. However, during these past months of coronavirus, my motivation has been extremely impacted and my energy levels are very low.
Commencing face to face teaching after the first lockdown
During the second half of term two, after the first lockdown phase, I have been worried sick about the students being on the private buses and at school mixing with other students who do not understand, especially in our junior school, what COVID is or what social distancing means. In the normal running functions of our school community cross contamination cleaning is a very serious health practice. I just desperately felt we couldn’t clean quickly enough to keep my students safe and felt this enormous weight of responsibility that made me feel extremely angry and emotional to the point where at times I just felt numb. I found myself thinking, “what if they get COVID?”
I do not believe people with a disability are viewed as valuable members of our community and, therefore, the work we do as educators is predominantly placed in the realm of child care rather than education.
A very important aspect of a special educator’s skill base is the ability to improve and manage our students’ behavioural issues. This is a normal part of our work but in the context of the COVID global health crisis it has caused staff, such as me, extreme anxiety and distress. For example, currently in my classroom, it is a frequent occurrence for my teaching team to be bitten multiple times per day by a student. My colleagues, in other classrooms, may experience other behavioural issues that also present challenges during a health crisis such as, students hitting or spitting at staff or smearing faeces on themselves or general school facilities. This is a normal part of my job, that I would never usually discuss outside of the school community out of respect and care for vulnerable students and families. However, it is my opinion that these issues cannot be ignored during a global health crisis.
I sincerely believe the Department of Education is aware of these issues as the incidents are logged onto a government platform-- Edusafe Incident and hazard reporting -- under workplace occupational health and safety standards. But still they did not provide us with the additional PPE required for safe practices at work.
Moving back to remote learning due to the second wave in Victoria
I felt ignored and undervalued when I was not given the same health rights or consideration as mainstream teachers in those first few weeks of the second wave. When stage three restrictions were announced at the start of August, schools were deemed unsafe. So Prep to Year 10 students were given one week extended holiday so teachers could have five days of pupil free planning ready to commence remote learning. We were to operate as normal regardless of school population and health issues. Then Stage 4 was announced, special school educators received one pupil free day to prepare for six weeks of remote learning which was a huge ask. It caused enormous stress to prepare for the diverse needs of our students in one day.
I feel like I am a part of a forgotten sector, almost completely left out of the discussion about what is safe during this pandemic and what can be done to protect special school communities. The issues our sector faces have not been mentioned during this COVID pandemic by the government or the media. In my opinion, this is indicative of a society who largely ignores people with a disability. I do not believe people with a disability are viewed as valuable members of our community and, therefore, the work we do as educators is predominantly placed in the realm of child care rather than education.
I take full responsibility for my choices to work in the sector that I love, but to be ignored during a global health crisis and sent to work like a lamb to slaughter is truly hurtful and demoralising.
I feel burnt out and exhausted. Having said that, I work with a great team who has been an excellent support base for each other. The teaching team in my classroom has been amazing and we spend time every day reflecting on whatever positives we can find. I have also had to lower my expectations of what is achievable this year; the high standards and expectations I usually hold myself to were causing me a lot of distress as it just was not possible. Therefore, I regret that the standard of education offered has suffered because of my poor energy levels and mental health issues. This is very difficult and shameful for me to admit and adds to feelings of demoralisation and anguish.
In the event that we may end up back in schools providing face-to-face learning whilst this pandemic is still ongoing, I would like to see the government addressing our unique, high-risk situation and provide further PPE gear such as gowns and face shields. Currently the Department of Education requires us to pressure parents who want to keep their children safe at home to attend school. The parents of children with special needs should not be pressured to make a decision that could harm their child; they deserve to feel supported if they feel their child’s health is at risk.
People in Australia must stay at least 1.5 metres away from others. Check your state’s restrictions on gathering limits.
If you are experiencing cold or flu symptoms, stay home and arrange a test by calling your doctor or contact the Coronavirus Health Information Hotline on 1800 020 080.
Metropolitan Melbourne residents are subject to Stage 4 restrictions and must comply with a curfew between the hours of 8pm and 5am. During the curfew, people in Melbourne can only leave their house for work, and essential health, care or safety reasons.
Between 5am and 8pm, people in Melbourne can leave the home for exercise, to shop for necessary goods and services, for work, for health care, or to care for a sick or elderly relative.
All Victorians must wear a face covering when they leave home, no matter where they live.
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