Stories

Melissa

Melissa was very involved in her school community when she was at primary school.

The school was in a country district and was like a second family because there were only two classes – the juniors were aged from five to eight years, and the seniors, aged nine to 13.

When it was time to move to secondary school, Melissa was sent to town to stay with relatives. This was a huge shock, not only because there were so many different classrooms and subjects, but also because there were nearly a thousand other students, only one of whom she knew.

Melissa had an intellectual disability and also a number of physical disabilities. She was now a young adolescent and began to resent her isolation and the constant presence of her teacher aide – from lesson to lesson and also during the breaks.

Melissa’s family and three of her teachers developed a plan to make things better for her. This involved a buddy system, greater flexibility with the teacher aide and help for staff in adapting the curriculum.

Melissa completed five years at secondary school and became a valued member of the school. From an unhappy start came considerable learning for her, and for others. Best of all she developed friendships and confidence and was able to move to supported living in town with a combination of tertiary study and part-time work.

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