Inclusivity questioned after N.S. student on autism spectrum told to stay home

A Nova Scotia mother is speaking out after her son was denied his right to an education due to behavioural challenges related to his autism spectrum disorder. Sara Mullins, a working mom of three, is advocating for her youngest son, Nash Daye, a Grade 3 student at Millwood Elementary School in Middle Sackville, N.S.

Nash, 10, is on the autism spectrum, has ADHD, a learning delay, and kidney disease. These conditions contribute to a series of developmental and behavioural concerns, according to his doctors and specialists. While Nash receives one-on-one support at school, he has a habit of eloping when he becomes overwhelmed or overstimulated. Elopement is a common instinct among autistic children to wander away from secure locations, posing a safety concern when he leaves school property.

Mullins explained that when Nash elopes, she receives a phone call asking her to pick him up, often having to leave her job in the middle of the day to do so. The frequency of these incidents has increased since March, leading to Nash being suspended for 2.5 days in May due to an eloping incident where he wandered about three kilometres from school property and became aggressive towards the principal.

Despite Mullins appealing the suspension, it was upheld. Later in May, she received an email from a school supervisor stating that Nash could not attend school until a plan was put in place to ensure his safety and that of the staff. Mullins believes that the school lacks the resources and training to support neurodivergent students like Nash.

Stephanie Carver, president of Inclusion Nova Scotia, criticized the school’s actions, stating that inclusive education means that every child is included in the regular classroom setting. Carver emphasized that excluding or removing a child in a punitive manner is not inclusive education. Mullins believes that the staff should have the resources and training to keep Nash in the building, rather than resorting to exclusion.

After two weeks of being excluded from school, Nash was allowed to return after intervention from the Education Department. However, a plan was put in place requiring someone to be on standby at all times to pick him up if he elopes. Mullins expressed concerns about potentially losing her job due to the need to respond to these situations.

Autism Nova Scotia highlighted that Nash’s situation is not unique, as families regularly face similar challenges. They emphasized the need for meaningful changes in classrooms, increased training for educators, and access to appropriate behavioural and mental health supports in every school.

Mullins has applied for an out-of-area transfer for Nash to attend a school closer to her workplace but was denied due to full capacity. She has also filed a human rights complaint against the HRCE, stating that the province is failing children like Nash by excluding them from school.

In conclusion, Mullins is advocating for meaningful changes to ensure that children with disabilities receive equal access to education and support in school. It is essential for schools to have the resources and training to accommodate neurodivergent students like Nash, rather than resorting to exclusionary measures.