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EDFD221 ASSESSMENT ONE Jodie Ferguson

This document is a fictional letter written from the perspective of Chengs (the child in
question) Mother in response to the rejection of her request for her son to attend the
desired school.

Dear Principal of School X,
My family is originally from Singapore and we have been living in Australia for five years. I
have two children; a daughter who is to attend the secondary school around the corner
from School X and a son, Cheng whom which I sent an application on behalf of, to attend
this school. I have great concerns as to why my son has been denied admittance to this
school as he is quite talented academically and a positive student. He is an engaged learner
and he retains much of the information he is presented with in the classroom. Having being
born in Singapore, Chengs first language is Chinese however he is also fluent in English as is
the rest of the family therefore a language barrier should not be a concern. At Chengs
previous school he was involved in extracurricular activities such as chess club, the swim
team and the computer club therefore he is not only involved in the schools academic
programs. The only conclusion I have come to terms with to explain why Cheng has been
denied enrolment is perhaps his record with being bullied by peers at his previous school.
We have purchased a home in the neighbourhood and have heard positive reviews in
regards to the reputation of this school and so I would hope that our case could be revisited
and revised as I believe there are no grounds for refusal.

According the United Nations Declaration of Human Rights, Article 26.1 Everyone has the
right to an education and in Australia it is compulsory that I send my child to a Primary
school to receive an education. I have chosen this school for my son to attend and in doing
so; I have expressed my right to choose how my son will receive his education (United
Nations, Article 26.3). It is in the interest of this school to further develop its students not
only academically but towards becoming young adults whom have respect for human rights
and demonstrate understanding of human equality regardless of race, gender or religion
(United Nations, Article 26.2).

By hereby declining our application to enrol Cheng at this school, you as the principal are in
direct breach of the Equal Opportunity Act, 2010. The act states that no education authority
can discriminate against a student in terms of choosing who shall be admitted to a school or
by refusing to accept an enrolment application (Victorian Government, 2010). As citizens of
Australia we are entitled to benefit from this act and not be denied what is our right.

My childs best interests are at stake in this situation and according to the Child, Youth and
Families Act 2005 the best interests of the child must always be paramount (Victorian
Gov. 2005). The purpose of the act is not only protection of children but also to assist
children and families with difficulties they may be facing which I believe applies to this
instance. Without intending to be blunt my son Chengs rights are being ignored and this
decision will ultimately affect his development; both of which are considerations of this act
(Vic Government, et al). It is in the interest of the Victorian Government, in light of the Child,
Youth and Families act for a child to gain access to appropriate educational opportunities
(Victorian Government, et al) and there are little to no grounds for the denial of Chengs
admittance.

As the principal of this school you would be aware of the concept of inclusion in education.
Inclusion in schools is an initiative of the United Nations for universal equity in education,
including students with special needs. Although my son is not diagnosed with a special need
in terms of a physical disability, he may in future have issues with mental health due to his
experience with bullying at his previous school. A disability includes instances where a
persons thought processes, perception of reality, emotions or judgement are affected and
result in a change to disturbed behaviour (Keeffe-Martin, M. 2001). The policies directed
toward inclusion in education in Australia regard children with current disabilities, previous
disabilities and future disabilities (Keeffe-Martin, M. et al) meaning Cheng could be a child at
risk. Denying his application for admittance at this school could be regarded as
discrimination. Yet regardless, the United Nations called on the international community to
recognise the importance of providing education for all children within the regular
education system (Keeffe-Martin, M. et al).

The National Safe-schools Framework is a resource that provides a vision and guidelines to
promote a safe environment as a whole school approach; safety for all students and all staff.
It provides a range of practices to guide schools in preventing and responding to incidents
of harassment, aggression, violence and situations of bullying (Ministerial Council for
Education, Early Childhood Development and Youth Affairs, 2010). The Framework provides
a definition of a safe school: In a safe and supportive school, the risk from all types of harm
is minimised, diversity is valued and all members of the school community feel respected
and included and can be confident that they will receive support in the face of any threats
to their safety or wellbeing (Victorian Government, et al). This support system is what my
son requires to feel safe at school and therefore help him to learn and develop to his full
potential. I believe a safe environment could be provided at this school given that his
application be reviewed.

I apologise if I have come across as aggressive in this address; this is not my intention. I am a
passionate believer in providing my children with the best possible education for a positive
future and I believe this can be achieved for Cheng if he were to be admitted to this school.
I believe this school is a quality school and I still wish for my son to attend.

Sincerely, Chengs Mother.






Word Count= 1,111
References
Keeffe-Martin, M. 2001, Legislation, case law and current issues in inclusion: An
analysis of trends in the United States and Australia. Australia and New Zealand
Journal of Law and Education. 6, 1&2. pp 25-46.

Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2010,
National Safe Schools Framework, retrieved from www.mceecdya.edu.au

United Nations, 1947, Universal Declaration of Human Rights, Article 26, retrieved from
www.un.org

Victorian Government, 2010, Equal Opportunities Act, retrieved from
www.legislation.vic.gov.au

Victorian Government, 2005, Child, Youth and Families Act, retrieved from
www.legislation.vic.gov.au

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