Shandar Storm S00117838 1

EDFD221 Assessment 1 Letter

St Annes Primary School

16 Stewards Lane,
Sunbury, Victoria,
3429

Dear St Annes Primary,

This letter regards the refusal of Aisah Wan from enrolling at St Annes Primary School.
Aisahs parents believe that you as a school have refused her enrolment application on the
basis of her learning disability and/or English language skills. This rejection of enrolment is
against the legal rights of all students to be treated with equality, regardless of personal
characteristics such as race and disability (VEOHRC, 2012). It is also contradictory to
policies and frameworks which the school should be following and modelling within every
aspect of education, such as the National Safe Schools Framework (2011) and the National
Framework for Values Education in Australian Schools (2005). St Annes has a legal and
moral responsibility to support students wherever possible, and ensure their inclusion into the
classroom and curriculum without discrimination of any form.

Inclusion in regards to education refers to the philosophy that all students, regardless of
differences, should be accepted into the educational classroom and participate within the
school curriculum and community (Obiakor, Harris, Mutua, Rotatori, & Algozzine 2012;
Prater, 2010). The family is not looking simply for the integration of Aisah into your
school, but inclusion; the difference being that integration is just the placement of their
daughter into the school setting, whereas inclusion involves a change of values which the
school is currently not upholding. These changes occur in the attitudes and approaches

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EDFD221 Assessment 1 Letter

within the classroom in order to involve Aisah in activities and give her the same opportunity
as other student to develop socially and academically (Polat, 2011). If certain expectations in
the classroom cannot be met by Aisah, the work can be restructured so she remains in the
general classroom, working with other students, as opposed to learning in a secluded setting
(Prater, 2010). Social justice has influenced the development of policies that support
inclusion of students with special needs to ensure they have fair access to educational
services (Foreman, 2001).

All departments and facilities involved in education have a role in ensuring a socially just
Australia (Australian Government, 2009), and schools are supported by frameworks to follow
values and guidelines which assist them to be inclusive and fair. The NSSF (2011) assists
schools to be safe and supportive of all students, to value diversity and respect them as
appreciated members of the community through approaches such as the implementation of
the Nine Elements (DEEWR, 2012). One significant element that your school is ignoring in
their decision to deny Aisahs enrolment is A Supportive and Connected School Culture.
Pro-social values such as respect, fairness and inclusion, and recognising the needs of
specific groups such as children with disabilities, are definitely not being modelled by
teachers and decision makers at St Annes Primary (NSSF, 2011). The Nine Values from the
NFVEAS including freedom, understanding and tolerance are also being disregarded by your
school policy. These two legislative examples include just some of the values that are
important to the Australian way of life, and are elements students are educated in to become
more morally and socially just individuals and responsible future citizens (DEEWR, 2012;
Jones & Wench, 2010). According to your vision statement, your school supports a broad
curriculum that recognises the diversity of childrens needs (St Annes School, 2013)
within an environment which is welcoming, respectful and supportive of all(St Annes

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EDFD221 Assessment 1 Letter

School, 2013). Obviously you have ensured to incorporate inclusion and social justice into
your policy; however without the practice of these moral rights within your community, you
cannot hope to follow even your own written proclamation or achieve a socially just
institution (DEST, 2005).

Legal policies and acts within State and Federal law enforce the rights of students and ensure
schools employ their responsibilities in regards to justice and equality. The Equal
Opportunity Act (2010) and Disability Discrimination Act (1992) prohibit discrimination
against any person. According to these documents, Aisah has the right to apply and enrol in a
school and finish her education, as well as having the same opportunities as all students
throughout her education; including access to resources and recognition of outcomes
(DEEWR, 2008). The family is aware that Aisahs inclusion within your school will cause
need for some adjustments of planning and practice. However, these adjustments do not fall
under exceptions in equal opportunity or discrimination policies as they will only have a
small impact on the people and school (DEEWR, 2008; SGV, 2010). Your school is obligated
by law to make these adjustments which can be discussed during orientation before Aisahs
enrolment. The most important right which your school has the moral integrity and legal
obligation to provide for Aisah, is an opportunity to participate in education inclusively;
sharing the same privileges and on the same grounds as students without disabilities
(DEEWR, 2008)

Inclusion in education is a human right, as set out in The Universal Declaration of Human
Rights (UN, 2013), and more specifically to Aisahs case, The United Nations Convention on
Rights of the Child (UNICEF, n.d.). Since the agreement by the Australian government in
1990 (HREOC, 2007) our country has been fully committed to protecting and ensuring the

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EDFD221 Assessment 1 Letter

rights of all children. Aisah has the universal right to receive support for her memory
disability so she may reach her full educational potential (UNICEF, n.d.). Article 26 of the
UDHR includes the protection of values such as tolerance and understanding within
education, as well as the parents right to choose where their child shall receive this education
(UN, 2013). Therefore Aisah has the choice and right to learn at St Annes Primary amongst
your other students regardless of her or their disabilities or differences (Foreman, 2001).

St Annes Primary has the lawful responsibility to be just to all students without
discrimination. Your school vision, which is supported by legislation such as the NSSF
(2011), means and accomplishes nothing as simply a written policy. Its values and promises
need to be applied and followed in all aspects of the school curriculum, embracing the
inclusion of students such as Aisah. Social justice and inclusion are dependent on the liberty
and rights of all people, including those with disabilities and disadvantages (Foreman, 2001).
On the basis of federal and state social justice laws Aisah has the universal right to be
enrolled at St Annes Primary and included in your community physically, socially and
instructionally (Prater, 2010, p.723).

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EDFD221 Assessment 1 Letter

References

Australian Government. (1992). Disability discrimination act 1992. Retrieved March 18,
2013, from http://www.comlaw.gov.au/Details/C2013C00022

Australian Government. (2009). Social inclusion principles. Retrieved from http://www.

socialinclusion.gov.au/sites/www.socialinclusion.gov.au/files/publications/pdf/SIPrin
cilpes.pdf

Department of Education, Employment and Workplace Relations. (2012, December 21). The
national safe schools framework. Retrieved March 18, 2013, from http://deewr.gov
.au/national-safe-schools-framework-0

Department of Education, Employment and Workplace Relations.(2008). Your right to

an education: A guide for students with a disability, their associates and education
providers. Retrieved from http://www.ddaedustandards.info/UB_DDA_Booklet_
webA4.pdf

Department of Education, Science and Training. (2005). National framework for values
education in australian schools. Retrieved March 18, 2013, from http://www.
valueseducation.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf

Foreman, P. (Ed.)(2001). Integration and inclusion in action (2nd ed.). Marrickville, NSW:
Harcourt Australia Pty Limited.

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EDFD221 Assessment 1 Letter

Human Rights and Equal Opportunity Commision. (2007). Australias commitment to

childrens rights and reporting to the UN. Retrieved from https://leocontent.acu.edu
.au /file/17ca8785-80c7-c04c-5d0f-64f71cd102b2/1/HREOC%20Human%20Rights
.pdf

Jones, P., & Wench, S. (2010). Rethinking children's rights: Attitudes in contemporary
society. London: Continuum International Publishing Group.

Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011).
National safe schools framework: Resource Manual. Retrieved from http://deewr.gov.
au/national-safe-schools-framework-0

Obiakor, F.E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making
inclusion

work in general education classrooms. Education and Treatment of Children,

35(3), 477-490. doi: 10.1353/etc.2012.0020

Polat, F. (2011). Inclusion in education: A step towards social justice. International JOurnail
of Educational Development, 31(1), 50-58. Retrieved from http://www.journals.
elsevier .com/international-journal-of-educational-development/

Prater, M.A. (2010). Inclusion of student with special needs in general education classrooms.
In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of
Education (3rd ed., pp. 721-726). doi: 10.1016/B978-0-08-044894-7.01117-9

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EDFD221 Assessment 1 Letter

St Annes School. (2013). Vision Statement. Retrieved March 18, 2013, from
http://www.sasunbury.catholic.edu.au/our-school/23/p/vision-statement/

State Government of Victoria. (2010). Equal opportunity act 2010. Retrieved from
http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/PubStatbook.nsf/51dea
49770555ea6ca256da4001b90cd/7CAFB78A7EE91429CA25771200123812/$FILE/1
0-016a.pdf

UNICEF. (n.d.). A simplified version of the united nations convention on the rights of the
child. Retrieved from http://www.unicef.org.au/Discover/What-we-do/Conventionon-the-Rights-of-the-Child/childfriendlycrc.aspx

United Nations. (2013). The universal declaration of human rights. Retrieved March 18,
2013, from http://www.un.org/en/documents/udhr/index.shtml#a29

Victoria Equal Opportunity & Equal Rights Commission. (2012). Education. Retrieved
March 18, 2013, from http://www.humanrightscommission.vic.gov.au/index.php/
places-of-discrimination/education