School Choice in NSW: An Investigation into the Experiences of Parents of Children with Disabilities

<p dir="ltr">International research has found that parents of children with disabilities that require additional learning support experience exclusionary and discriminatory institutional barriers when making education-based choices. The purpose of this study was to investigate the experiences of parents of children with disabilities regarding school choice and enrolment, factors that have impacted that choice, the impact of their choice, and the effect on these parents of current NSW Department of Education policies and processes. Online surveys, which included closed and open-ended questions, were made available via social media groups specific to parents of children with disabilities. There were 109 participants, although only 77 completed all sections of the survey. Responses were analysed using descriptive statistics and concepts generated using Leximancer. Results were analysed using Critical Discourse theory. Findings revealed that not only is there a genuine lack of choice for parents, but that the decision-making processes are further impacted by NSW Department of Education and school enrolment policies and practices. Whilst satisfaction levels were shown to be relatively high, parents’ experiences regarding school selection and enrolment processes were described negatively. It is through a Critical Disability Theory lens that these practices, recognised as a customary part of the NSW Department of Education’s enrolment process for students requiring additional support, be recognised as socially unjust and subsequently challenged. Engaging with CDT prioritises the voices of the minority so as to positively impact current policy, thereby increasing social participation for the students, and autonomy for the parents.</p>