Dear

Mr Jones,
My child, Noah is a bright, quirky and beautiful little boy. He has been diagnosed as Gifted
and highly anxious. I am puzzled as to why he has been refused entry to your school and I
feel perhaps you dont fully understand his diagnoses. Gifted is when a student has an
outstanding, innate ability in one or more of the following domains: intellectual, creative,
socio-affective or sensorimotor. (Gifted and Talented ACT 2004) Essentially meaning he
grasps concepts very quickly, makes outlandish connections and his vocabulary is
astonishing. His Anxiety is a disability defined by; a disorder, illness or disease that affects a
person's thought processes, perception of reality, emotions or judgment or results in
disturbed behaviour. (Disability and discrimination act 1992) Depicting that he may be
unpredictable, emotional and have a few behavioural issues. Yes, he will be work, but he is
definitely worth it.
What I do not understand is why a school would not want someone like Noah. Society today
is all about inclusion, embracing differences and tolerance in the classroom. Denying
someone their right to an education because of their differences is disturbing. What kind of
values are placing in your schools, within your students? To not accept someone for whom
they are because they are different from everybody else, is not a quality I would want
instilled within my child; and not a quality that is promoted in your schools philosophy. Isnt
it time to practice what you preach?
Your commitment to social justice, as outlined in your schools philosophy, is that your
school depicts the values of, self-esteem, commitment, responsibility, tolerance, inclusion
and optimism towards school, community and themselves.(National frameworks for values
for Australian schools 2003) These values listed were an important factor as to why we

want Noah to be a part of this school environment. For a child with special needs, he needs
a culture like yours to thrive and develop into an individual learner. As I said before hes a
great kid who with your guidance will have a great future.
According to the National Safe Schools Framework schools should be, developing,
supporting and nurturing students within the safe confines of a school
community.(National safe school framework 2010) Noah needs to feel safe within a school;
he needs to know that he will have the support from both students and teachers. For this
boy to achieve, he needs to feel that he belongs to a community. Noah has a right to a
quality education and one that helps him use and develop his talents. (Article 28 and 29
Human rights of a child) Education should help you develop as a holistic person. The
teachers should demonstrate and develop your interests and teach people to be respectful
and tolerant of differences. This effects the social and personal development of this student
and his classmates.
My gifted and highly anxious son falls under protection of the Gifted and Talented policy, as
well as the Disability and Discrimination act. The Gifted and Talent policy states that Noah
should have access to enrichment programs. These can be provided through ILP, individual
learning programs (Gifted and Talented Policy 2004). An ideal program for Noah should be
in a well organised and predictable environment; He needs be challenged and given a
choice. As your school offers composite classes, this means that Noahs intellectual needs
are met by the older grade, whilst his emotional and social needs are met by being with his
same aged peers. This also caters to his anxiety needs, as he feels like he fits and belongs in
the class. His intellectual needs can also be met through a mentoring program; a one on one
discussion about a topic of interest by an expert (Gifted and Talented Policy 2004) and

creating and implementing his preferred learning strategies. This is done through the
process of asking him how he learns, what he learns and why he learns. This process is
crucial as, A child who is educationally advanced, may at the same time struggle with
motor skills or behaviour that is more consistent with their chronological age. This can lead
to frustration and underachievement because the child is reluctant to attempt the task.
(Bell, 2012) You offer many lunch time activities. The one hour lunch break can be a very
long time for a gifted anxious child. His participation in recorder club, chess club and the
environment/kitchen garden will help him with the social challenges he faces. Having
something in common breaks down barriers and makes conversation for a child who thinks
differently easier. You have a wonderful school that will help my child in many ways. You
meet his education needs as well as offering pathways for positive social situations.
The 2008 Disability and Discrimination act protects and provides Noah with the same
opportunities as students without disabilities, such as entry into school. This illustrates that
refusing his enrolment is against his rights. I should also have the opportunity to discuss and
inform you about Noah, what his disability entails and what you can do about it. The ILP,
already states that the Noah will need a predictable and organised environment. This will
lower his anxiety level, as he will know what is expected and when; so nothing will be a
surprise to him. There needs to be excellent communication between both, Noah and the
teacher and myself and you/classroom teacher. This means that Noah needs to be
monitored and reported for both his giftedness and his anxiety.
I believe through this partnership we can have a successful outcome for both Noah and the
school. I think the teacher will be challenged by him, but through this they will become a
better and well-rounded teacher. I look forward to meeting you in person to discuss this

matter. If you prefer, I can organise his psychologist to meet with us to see how we can
transition him to your school.
Yours sincerely,
Tess Parton
(Words: 991)

References:
ACT Government Education and Training,(2004), Gifted and Talented act. Retrieved from
http://www.det.act.gov.au/__data/assets/pdf_file/0020/31952/GAT_Policy.pdf
Bell, Ilona,(2012),Peninsula Assessment and therapy services, Assessment report.
Commonwealth Consolidated Acts,(1992),Disabilities and discrimination act. Retrieved from
http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
Department of Education, (2011), The National Safe School Framework. (site) Retrieved
from http://www.mceecdya.edu.au/verve/_resources/NSSFramework.pdf
National Frameworks for Values Education in Australia,(2010),Values for Australian
Schooling. Retrieved from
http://www.childrensweek.org.au/UN%20poster%20Jan%202008.pdf
United Nation Human Rights of the Child,(20, November, 1989), Convention on the Rights of
the Child. (Site) Retrieved from
http://www.valueseducation.edu.au/values/val_national_framework_for_values_ed
ucation,8757.html

Your right to an education,(2008),Disabilities and Discrimination act, Education Standards.

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