During a debate on federal school funding legislation, the One Nation senator said children with disabilities were putting a strain on teachers and schools, and should be educated separately so they did not disadvantage other students.

Lisa Ogle, of Islington, said her severely disabled daughter, Edie, had been in mainstream classrooms from day one, at the suggestion of a school counsellor.

“Because of her very high, complex needs, initially I just assumed she would go to a special school,” Ms Ogle said. “It was really a trial – at first.

“We have seen mainstream education work for my daughter, and the other children around her.”

Edie, 13, has a chromosomal abnormality. She is non-verbal, uses a wheelchair, and needs to be fed and toileted.

“The thing about Pauline Hanson’s comments is that they come from a place that is very antiquated, that sees disability, and children with a disability, as a problem that needs to be dealt with ‘over there,’” Ms Ogle said.

“There are some children, like those with sensory problems, who cannot cope with being in a mainstream classroom. It isn’t for everyone. But it does need to be a viable option.”

Gabriel Wingate-Pearse, community engagement co-ordinator of the Ability Links NSW for the Hunter and Central Coast, said about 30 per cent of participants in the National Disability Insurance Scheme had an autism spectrum disorder.

They required support that could benefit the entire classroom.

Her son, Wilbur, had transitioned from Hunter Aspect School, for children on the autism spectrum, to a mainstream classroom.

“He needs to be challenged by neurotypical kids to learn how to behave in a neurotypical way, otherwise he is going to be left behind,” she said.

Ms Wingate-Pearse said one of the biggest challenges children with autism spectrum disorder had was developing their social skills.

“They need to be around mainstream, or typically-developing kids, to develop their social skills,” she said.

“If you keep them segregated, then the kids with autism spectrum disorder are going to fall further and further behind, and you are creating a class of dislocated, disadvantaged people. What happens to them when they are adults?

“If you incorporate them into mainstream so they can build their capacity, and they do with support, then they become independent, contributing members of mainstream society.”

Ms Wingate-Pearse said better access and inclusion benefited everyone.

“I think that is the key message Pauline Hanson is really missing out on,” she said.

“In terms of funding, someone with a diagnosis would generally have access to funding through the NDIS, so they have their individual supports already – that is not a drain on the public education system.

“But what they do have in the public education system – hopefully – is teachers who are aware of how best to support those children.”

Ms Ogle has two other children, who do not have a disability.

“I can see it from both sides. I can see it as a parent who has typical children, and like most parents, I  have aspirations for them and I want them to do the best they can,” she said.

“But I do have that perspective as a parent of a child with a disability too.”

Ms Ogle added that exposure to diversity – whether that be exposure to people with disabilities, different skin colours, or different cultural backgrounds – was one of the most important life lessons we could teach children.

“It sets them up for a life where they will be empathetic, and compassionate, and not fearful of people who are different to you,” she said.