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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