EDFD221 S00170593

Assessment 1: Letter to School Rebecca Calleja

Dear Principal Chapman and whom it may concern,

I am writing this letter in response to the one I recently received refusing the enrolment of my
child, Abigail Forest at your school. As you may already be aware, my daughter has been diagnosed
with autistic disorder. Due to her disorder Abigails motor functions and attention typically remain at a
low functioning level. Most of the impairment is evident in her social interactions, however she has -
functional use of language. While these things are a part of my daughters illness, they do not define
who she is, nor should they ever limit her opportunities in life, including her educational ones. In
todays society there is a worldwide movement towards inclusive mainstream schooling for special
needs children (Florian, 2008; Ainscow, 2003). A myriad of documents exist in order to ensure --
schools fulfil their responsibility to create what Knight (1999) refers to as an education for all.

Foreman and Arthur-Kelly (2014) explain that all school systems follow certain principles which
form the practice for inclusive education for all students. By definition, inclusive education involves
schools providing for the needs of all the children in their communities, whatever the level of their
ability, disability, educational need.. (Foreman & Arthur-Kelly, 2014). The paramount philosophy
behind your school, as expressed in your mission statement appears to centre around this, yet I have
seen no commitment towards this goal when it comes to my child. Knight (1999) asserts that schools
and teachers have a responsibility to promote inclusion within school environments and ensure this
ideal is achieved. Knight, continues on to say that with inclusion, students should be able to come to
the regular classroom with all the specialised services they require. One of the primary reasons I am
adamant my child attend a mainstream school is due to the fact that the practice of segregation of
children with disability from the rest of their peers which occurs in special schools perpetuates the
view that some students need to be separated from society (Ainscow, 1997). My child is entitled to an
education which allows her to grow up feeling like a valued part of society, not one which will cause
her to feel isolated or inferior.

Similarly to the commitment policies of inclusive education have in facilitating support for all
children at school, the National Safe Schools Framework also shares in this goal. The Australian
government created the framework to provide schools communities such as yours, with a set of
guiding principles which assist to build a positive and safe school environment. The National Safe
Schools Framework (2003) specifically makes mention to mainstream schools providing for students
with diverse needs, stating that it is your responsibility to maintain a school community where
diversity is valued and all members feel included and can be confident they will receive support.
The framework also states that children have a fundamental right to learn in supportive environments
where they are treated with respect. These principles are not designed to allow an option for schools
to accept responsibility for developing such communities, but rather to set obligatory expectations on
educational systems to protect and support all children, especially those with special needs

Furthermore, the National Framework for Values in Education also recognises the rights of
my child and others alike, providing a set of 9 values which aim to uphold equality within schools. It
is essential that schools implement values within The National Framework for Values in Australian
Schools (2005) into the school community such as the value which states the schools duty to
demonstrate care and compassion for all people. A second value states that in order to maintain a just
society all individuals have the right to a fair go which defends my child entitlement to be treated
with equal fairness to any other child. One specific value I found significant to Abigail was that of
understanding and inclusion. This value is found in countless documents whether it be legislative,

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philosophical or otherwise, stating the essentiality of schools understanding and accepting diversity,
as well as fostering for the inclusion of all persons. In refusing to accommodate for my daughter at
your school you are not abiding by the values within these frameworks, thereby denying my child fair
treatment.

The inalienable rights of my child and all other children are recognised and protected under
legal documents such as The Conventions on the Rights of the Child (1998). Article 29 states that the
education a child receives should help use and develop (the childs) talents and abilities. My hope in
enlisting my child within mainstream schooling is that my child is provided with opportunities to
develop the abilities and qualities she processes in order to promote a healthy level of self-confidence
and self-esteem. Article 23 and 2 protect my childs right to effective access to an education of their
choice and to treatment which is fair and not based on their disability. While these Acts serve an
important use in protecting child rights, there have been other changes within society, apart from new
legislation which has facilitated in the movement towards equitable treatment of people in society
with disabilities. As Foreman and Arthur Kelly (2014) discuss, the social justice movement within
recent years has involved changes in societys thoughts and attitudes about disability, including the
issue of suitable educational processes for these groups. While I understand implementing changes
such as catering for children with special needs in a mainstream setting brings with it certain
challenges, all schools have access to resources and knowledge to complete such a change as asserted
by Forian (1998). The principle of inclusion is based around an egalitarian conception of justice
(Howe & Wellner, 2002), when applied to the school setting this means certain efforts need to be
made in order to accommodate for all students.

During the World Conference on Special Needs Education in Spain 1994, over 90 countries
adopted the Salamanca Statement on Principles, Policy and Practice in Special Needs Education and a
Framework for Action. These documents are informed by the principle of inclusion, by recognising
the need to work towards schools for all and establishing institutions which celebrate differences,
support learning, and respond to individual needs (UNESCO, 1994). In addition to all of this, there
are a wide number of legislative documents which exist to support my childs rightful position within
a mainstream classroom. The Disability Discrimination Act (1992) states the rights children with
disabilities have to the same educational opportunities as all other children. This means that if a
person with a disability such as Abigails, which meets the necessary entry requirements of a
mainstream school, the child should have just as much chance to learn there as anyone else. The
Special Educational Needs and Disabilities Act (2001) further supports this, stating that All
children..are entitled to an education that enables them to make progress so that they achieve their
best and become confident individuals. As a result of such legislation teachers need to provide
learning environments which provide for a wide range of student differences (Foreman & Arthur-
Kelly, 2014) so as to work towards integration not segregation in the classroom.

Referring back to your schools mission statement I believe you are in favour of promoting an
inclusive ethos and accepting responsibility for addressing needs of all students within your school. I
am hopeful that my letter has provided you with some insight into the universal consensus that
educational systems are about creating inclusive environments concerned with equity, compassion and
embracing diversity.

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References
Ainscow, M. (2003). The Ron Gulliford Lecture: The Next Step for Special Education:
Supporting the Development of Inclusive Practices. British Journal Of Special
Education, 27(2), 76-80. http://dx.doi.org/10.1111/1467-8527.00164

Ainscow, M. (1997). Towards Inclusive Schooling. British Journal Of Special Education, 24(1), 3-6.
http://dx.doi.org/10.1111/1467-8527.00002

D.D.A. guide: Getting an education | Australian Human Rights Commission.

(2016).Humanrights.gov.au. Accessed from: https://www.humanrights.gov.au/dda-guide
getting-education

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, Science and Training. (2003). National safe schools framework. Prepared
by the Student Learning and Support Services Taskforce Canberra

Florian, L. (1998). An Examination of the Practical Problems Associated with the Implementation of
Inclusive Education Policies. Support For Learning, 13(3), 105-108.

Florian, L. (2008). Inclusion: Special or inclusive education: future trends. British Journal Of Special
Education, 35(4), 202-208. http://dx.doi.org/10.1111/j.1467-8578.2008.00402.x

Foreman, P., & Arthur-Kelly, M. (Eds.)(2014). Inclusion in Action (4th ed.). South Melbourne,
Australia: Cengage Learning.

Howe, K., & Welner, K. (2002). School Choice and the Pressure to Perform: Deja Vu for Children
with Disabilities?. Remedial And Special Education, 23(4), 212-221.
http://dx.doi.org/10.1177/07419325020230040401

Knight, B. (1999). Towards Inclusion of Students with Special Educational Needs in the Regular
Classroom. Support For Learning, 14(1), 3-7. http://dx.doi.org/10.1111/1467-9604.00091

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The Conventions on the Rights of the Child. (1989). Accessed from www.childrights.org.au

The Special Educational Needs and Disability Act (SENDA) 2001: An introduction to the new
legislation from Skill: National Bureau for Students with Disabilities. (2002). Planet, (6), 4-5.
http://dx.doi.org/10.11120/plan.2002.00060004

United Nations. The Standard Rules on the Equalization of Opportunities for Persons with
Disabilities. New York, USA: United Nations; 1993.
www.un.org/esa/socdev/enable/dissre00.htm

UNESCO (1994) The Salamanca Statement on Principles, Policy and Practice in Special Needs
Education. Paris, France.
http://portal.unesco.org/education/en/ev.phpURL_ID=10379&URL_DO=DO_TOPIC&URL_
SECTION=201.html 2005.