Jessica Moore

S00128834

EDFD221 Assessment Task1- Letter to the school

Dear Mr Smith,

My name is Jessica Moore and I am writing to express my concern for your

refusal of the enrolment for my eight-year-old son Edward into your school,

due to your lack of facilities to cater for his needs. Edward possesses many

strengths; he has determination, enthusiasm and the ability to stop his

disability preventing him from always having a go, and trying to do his best.

Edward is someone who does not want to be defined by his vision

impairment. I believe that Edward would be an asset to your school

community if given the chance. Edward comes from a loving, supportive

family home; however I am the only parent present in Edwards life. I believe

this has contributed to Edwards caring and kind nature. I have instilled the

value of hard work into Edwards upbringing and this is demonstrated in his

need to challenge himself in everything that he can. Edwards hobbies include

reading, listening to music and playing with his two brothers. I write this letter

today to appeal to you, to reconsider Edwards enrolment, from a sense of

social justice and in consideration of the notion of inclusion.

The principles of inclusion consist of key values such as social justice and

human rights. Social justice can be defined as a belief system that

incorporates equality and human rights (Foreman & Arthur- Kelly, 2013; Polat,

2011). Inclusion aims to minimize exclusionary and discriminatory practices

within society (Booth, 2005 as cited in Polat, 2011). In regards to education,

there has been a significant move from special education towards inclusive

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education (Polat, 2011; Minou, 2011), which stems from the view that all

schools should, without question or hesitation, provide an inclusive

environment that caters for the needs of all children within their community;

regardless of their ability, disability or any form of diversity (Foreman & Arthur-

Kelly, 2013).

I believe that the denial of Edward into your school has not taken into

consideration the values of equality and human rights. I believe it is also

demonstrating that your school is not an inclusive school, in which all

Australian schools in todays society aim to be. The purpose of inclusive

education is for all children to learn the values, attitudes and skills that support

the inclusion of all (Lim & Ireland, 2001; Bines & Lei, 2011). Inclusive

education empowers education to become more relevant in our changing

world, where diversity is more prevalent (Lim & Ireland, 2001).

There are many frameworks and guidelines for schools that support the notion

of inclusion. The national safe schools framework was created to ensure that

all Australian schools provide safe and supportive environments for their

students. According to the framework, a safe and supportive school is one

where the risk from all types of harm is minimized, diversity is valued and all

members of the school community feel respected and included (Department

of Education, Science and Training, 2003). One key characteristic of this

framework that stands out to me is that Australian schools should have a

clear demonstration of respect and support for student diversity in the

schools inclusive actions and structures (Department of Education, Science

and Training, 2003). Values such as respect and acceptance are essential in

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supporting Edwards ability. Our family does not focus on Edwards disability;

rather we focus on his abilities and strengths. I would like to invite your school

to do the same when re-considering his enrolment.

Another framework that identifies some common values that are being

fostered by Australian schools is the Framework for Values in Education.

These values were created in order to provide an informed basis for

promoting improved values education in Australian schools (Department of

Education, Science and Training, 2005 p.21). Three of the nine values that I

would like to bring your attention to include Tolerance and understanding-

accepting other peoples differences and being aware of others; Respect-

treating others with consideration and regard and Inclusion and trust- being

included and including others (Department of Education, Science and

Training, 2005). Upon reading your schools mission statement, I can see that

your school does show similarities to the values in education framework. One

of your key values in your mission statement is We value each child's

uniqueness with his/her particular and special abilities and needs (Cited in

Mission Statement School X, 2016). It appears that there seems to be a

discrepancy here with the refusal of Edwards enrolment and I would please

urge you to take your mission statement and the framework for values in

education in to consideration when re-considering his enrolment.

Your refusal for the enrolment of Edward into your school based on your lack

of resources and facilities needed to cater for his vision impairment goes

against his right to an education. The United Nations Convention on the

Rights of the Child 1989 states that it is the right of every child to education

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and requires that this should be provided on the basis of equality of

opportunity (Minou, 2011 p.1956). Not only is your refusal of Edwards

enrolment violating his rights, it also goes against many of the values of

Catholic social teaching that I would assume a Catholic school would follow.

Catholic social teaching is a central and essential element of the Catholic faith

(Catholic Social Teaching Office for Social Justice, 2016; Massaro, 2000).

Some of the teachings that I believe need to be brought to your attention

include dignity of the human person, common good and participation. All of

these elements of catholic social teaching are based around the belief that all

humans are created in the image of God and are therefore entitled to be

treated with the upmost respect and dignity (Massaro, 2000).

I question your inability to cater for Edwards needs, when so many other

schools are able to cater for children with special needs, including vision

impairments. Many Australian schools are adopting itinerant teacher support

programs for students with vision impairment (Catholic Education Diocese of

Parramatta, 2016). Other Australian schools make it a priority to gain access

to recourses such as braille, tactile maps, models, large print, audio or e-text

(Department of Education and Training, 2016); and are able to plan and

design activities and assessment which consider the impact of the disability

on learning (Department of Education and Training, 2016).

As a parent of a child with a disability, I do all that I can to support my child

and provide him with as many opportunities as possible. I would hope that in

the society that we live in today, all schools would hold these same ideals. A

safe and supportive school is one that acknowledges diversity and focuses on

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how they can provide for this (Bines & Lei, 2011). Parents/carers and the

wider community of the school can be a great resource and support for

schools when catering for children with disabilities (Bines & Lei, 2011). An

example of this is a whole-school approach, where all staff, students,

parents/carers and members of the school community demonstrate positive

relationships and recognise the value of difference (Department of Education

and Early Childhood Development, 2009). This approach supports both a

positive and safe school environment and provides opportunities for

parents/carers to play an active role in the environment of the school and the

education of their children (Department of Education and Early Childhood

Development, 2009).

Lastly, I would like to draw your attention to the legislative requirements for

education in Australia. The Disability Standards for Education state that an

education provider must take reasonable steps to ensure that the prospective

student is able to seek admission to, or apply for enrolment in, the institution

on the same basis as a prospective student without a disability, and without

experiencing discrimination (Disability Standards for Education, 2005 p.17).

The standards also outline that educational providers need to have measures

in place to cater for the participation in learning experiences for disabled

students that are on the same basis as a student without a disability (Disability

Standards for Education, 2005). These legislative standards have been put in

place to avoid discrimination and to set the precedence that all children, no

matter their ability, have the right to an education.

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I hope that upon reading this letter you are able to see that the refusal of

enrolment into your school based on Edwards disability is unjust and goes

against the Catholic teachings that your school should follow. I will leave you

with a quote from Maya Angelou that I believe symbolises what I have not

only tried to teach my children as a parent, but what I would hope all schools

would teach their students. It is time for parents to teach young people early

on that in diversity there is beauty and there is strength. (Psychology Today,

2016).

Thank you for your time,

Jessica Moore

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References:

Bines, H., & Lei, P. (2011). Disability and education: The longest road to
inclusion. International Journal of Educational Development, 31(5),
419-424.

Catholic Social Teaching Office for Social Justice, (2016). Archdiocese of St

Paul and Minneapolis. Retrieved from http://www.osjspm.org

Catholic Education Diocese of Parramatta, (2016). Special Education -

Catholic Education Diocese of Parramatta. Retrieved from
http://www.parra.catholic.edu.au/special-education

Department of Education, Science and Training. (2003). National safe schools

framework. Prepared by the Student Learning and Support Services
Taskforce Canberra.

Department of Education and Early Childhood Development. (2009). Effective

Schools are Engaging Schools: Student Engagement Policy
Guidelines. Published by the Student Wellbeing and Support Division,
Melbourne. Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/seg
policy.pdf

Department of Education, Science and Training. (2005). National framework

for values in Australian schools. Prepared by the Student Learning and
Support Services Taskforce Canberra.

Department of Education and Training,. (2016). Education Adjustments for

Vision Impairment. Queensland Government. Retrieved from
http://education.qld.gov.au/staff/learning/diversity/educational/vi.html

Disability Standards for Education. (2005). Accessed from www.dest.gov.au/

Foreman, P., & Arthur-Kelly, M. (Eds.)(2014). Inclusion in Action (4th ed.).

South Melbourne, Australia: Cengage Learning.

Lim, L., & Ireland, R. (2001). Inclusive education. International Journal of

Disability, Development and Education, 48(3), 313-316.

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Massaro, T. (2000). Living Justice: Catholic social teaching in action.

Maryland, USA: Sheen and Ward. Retrieved from
http://reader.eblib.com.ezproxy2.acu.edu.au/
(S(emiqwngnew0xrfzlhnyilfwr))/Reader.aspx?
p=772648&o=168&u=W9Suiz0qoGTSc6%2b2biFXlQ%3d
%3d&t=1458622000&h=50C01FDE9B242BB14D177F0C32023D3BBC
84D50D&s=43309909&ut=459&pg=1&r=img&c=-1&pat=n&cms=-
1&sd=2

Minou, T. (2011). New trends in education of children with disabilities.

Procedia-Social and Behavioral Sciences, 15, 1955-1959.

Polat, F. (2011). Inclusion in education: A step towards social justice.

International Journal of Educational Development, 31(1), 50-58. doi:
10.1016/j.ijedudev.2010.06.009

Psychology Today. (2016). 12 Empowering and Uplifting Quotes on Diversity

& Inclusion. Psychology Today. Retrieved from
https://www.psychologytoday.com/blog/communication-
success/201401/12-empowering-and-uplifting-quotes-diversity-
inclusion