My name is Mary Lu and I am the mother of Lucy Lu, a child whom you recently refused enrolment. I am writing on behalf of my daughter who has requested that I attempt to rectify this issue, as she would like to attend your school similar to her two older sisters. I would like to first eplain Lucy!s situation in more depth, why we feel discriminated against and what type of school we initially thought you were. I hope to rectify this issue professionally and will inform you that I will be filing a complaint as to the contra"ention of the #isability $tandards of %ducation to the &uman 'ights and %qual (pportunity Commission, if I feel that we are not being treated fairly )#isability $tandards for %ducation, *++,-. Lucy comes from a lo"ing family with healthy parents and two older sisters, she li"es in a house that we own and we are "ery proud of our neighbourhood. &er attention span, memory, language, motor function and social cognition are all at a normal standard, which is why I feel that Lucy is being refused enrolment due to her hearing impairment. .s a parent, I /ha"e an inherent right to01send Lucy to the best2 form of education suited to 1her2 needs, circumstances and aspirations3 )4nited 5ations %ducational, $cientific and Cultural (rgani6ation )45%$C(-, 788*-. I ha"e chosen your school as my two older daughters ha"e attended there since prep and we ha"e been "ery pleased with the le"el of education they ha"e recei"ed. 9our school caters to our circumstances and Lucy aspires to attend :ust as her older sisters ha"e. I feel howe"er that you found Lucy!s hearing impairment to be too much of a challenge for your staff but you ha"e not considered the fact that /many children eperience learning difficulties and thus ha"e special educational needs at some time during their 1 Lynda Ferrara s00112512 Assessment Task 1: Letter schooling3 and therefore you ha"e already dealt with students who need a little etra help and care )45%$C(, 788;-. /In the past relati"ely few children with disabilities ha"e had access to education0 1this is why20there are millions of adults with disabilities who lack e"en the rudiments of a basic education3 )45%$C(, 788;-. .s a result of this numerous legislations and policies are now in place for the protection of the rights of children both disabled and not. The #isability #iscrimination .ct, The $alamanca $tatement and the <%L$ $tudent!s with #isabilities =uidelines all con"ey that /%"ery child has a fundamental right to education3 regardless of whether they ha"e a disability and as you are a school in the public sector you must comply with these standards )#isability #iscrimination .ct, 788*-. 4nder article *> of the 45 Con"ention on the 'ights of the Child, Lucy should not be /disad"antaged3 in the sense that she is not able to attend your school which is something /many0other children can do3, similarly, article *? places a high "alue on education and Lucy /should be encouraged to reach 1her2 highest le"el of education3 at your school with her siblings )45IC%@, *++,-. The <ictorian %ssential Learning $tandardsA $tudents with #isabilities =uidelines )<ictorian Curriculum and .ssessment .uthority )<C..-, *++,- reflects the current educational reforms and are informed by inclusi"e education principles and practices. They ha"e been de"eloped with an understanding that although Lucy may take a longer time to process "erbal information, /with sufficient time and support3 your school could /make a positi"e difference to 1her learning2 outcomes3 )<C.., *++,-. It also encourages schools to ha"e an open mind and discourages a /one si6e fits all mentality towards education )45%$C(, 788;-. It appears that your school is behind 2 Lynda Ferrara s00112512 Assessment Task 1: Letter the times as /the trend in social policy 0 has been to promote integration and participation and to combat eclusion3 )45%$C(, 788;-, yet whilst this is in motion, you are encouraging her to attend a special schoolB The $alamanca statement states that /the assignment of children to special schools01is only2 demonstrated when education in regular classrooms is incapable of meeting a child!s educational or social needs3 and it is clear that her social needs demand a mainstream, inclusi"e and supporti"e school 3 )45%$C(, 788;-. My husband and I initially thought that your school was an /inclusi"e school3 and by this we mean a school that has strong "alue systems, a safe and supporti"e culture )Curgess, *+77- and one that is working at /combating discriminatory attitudes3 )Larkins, *+77-. It appears howe"er that your school does not e"en pro"ide the Dminimum standard epected in beha"iour by 0 1the2 <ictorian =o"ernment )Larkins, *+77- and this as well as your inability to adhere to the #isability #iscrimination .ct makes your actions in refusing to enrol Lucy against the law. We feel that you are displaying /direct discrimination3 as there are "acancies at your school and Lucy is being refused enrolment due to her hearing impairment )Larkins, *+77-. We also feel that the importance of the 5ational $chools @ramework is being o"erlooked. The 5ational $chools @ramework is based on the "ision that /all .ustralian schools are safe, supporti"e and respectful teaching and learning communities that promote student wellbeing3 )#epartment of %ducation, %mployment and Workplace 'elations )#%%W'-, *+7*-. &owe"er, of the nine "alues found in the @ramework your school )solely in the instance of not accepting Lucy- is currently breaching three of these. 3 Lynda Ferrara s00112512 Assessment Task 1: Letter The first is students being taught to care for themsel"es and others. .s a staff member you are a role model and this is important as you are directly showing my daughter that discrimination is present in society and that it is acceptable. &owe"er, according to The #epartment of %ducation it is not acceptable as "alue three clearly states that /all people are to be treated fairly for a :ust society3 )#%%W', *+77-, yet Lucy is not being gi"en a Dfair go3 simply because she requires etra support than a non hearingA impaired student. I belie"e that it is important to mention here that instead of sending Lucy to a special school you and your staff could use them as training and resource centres, as Lucy is not the first hearingAimpaired child and will not be the last. In the $alamanca $tatement and @ramework for .ction )788;- policy 78 states /the practice of mainstreaming children with disabilities should be an integral part of national plans for achie"ing education for all3 and I belie"e that the /barriers3 that impede mo"ing Lucy into your school should be remo"ed. .s /e"ery child has the right to an education3 which is proclaimed not only in the 4ni"ersal #eclaration of &uman 'ights, but it was forcefully reaffirmed by the World #eclaration on %ducation for .ll,3 )45%$C(, 788;-. Cy denying her this right you are breaching multiple policies, documents and legislations and most importantly taking away her right as a child to ha"e special care and /support3 so that Lucy can /li"e 1a2 full and independent life.
Word CountE 7,7;F 4 Lynda Ferrara s00112512 Assessment Task 1: Letter 'eferences Curgess, G. )*+77-. Week 12: Synthesising your learning in this unit 1HowerHoint slides2. 'etrie"ed from httpsEIIleocontent.acu.edu.auIfileIf77a;>+,Af?b7A*,,8A d8beA,FFJ,8J88,a?I7IWk7*K*+AK*+$ynthesisingK*+yourK*+learning.pdf #epartment of %ducation, %mployment and Workplace 'elations. )*+7*-. The National Safe Schools Framework. 'etrie"ed from httpEIIdeewr.go".auInationalAsafeAschoolsAframeworkA+ #isability #iscrimination .ct 788*. Introduction. 'etrie"ed from httpEII#isability.go".uk. #epartment of %ducation, %mployment and Workplace 'elations. Disaility Standards for !ducation. )*++,-. 'etrie"ed from httpEIIdeewr.go".auIdisabilityAstandardsAeducation Larkins, =. )*+77-. "reating inclusi#e$ safe and su%%orti#e schools 1HowerHoint slides2. 'etrie"ed from httpsEIIleocontent.acu.edu.auIfileIe7,c8dcJA;eb*A,;*bA dbf7A*af+;dJ8cbJ+I7I%#@#**7LLectureLW7L$7L*+77LClackboard.pdf Larkins, =. )*+77-. &egislation and ethics 1HowerHoint slides2. 'etrie"ed from httpsEIIleocontent.acu.edu.auIfileIe7,c8dcJA;eb*A,;*bAdbf7A *af+;dJ8cbJ+I7I%#@#**7LLectureLW*L$7L*+77LClackboard.pdf 5 Lynda Ferrara s00112512 Assessment Task 1: Letter Lo"at, T. )*++>-. Synergies and 'alance etween #alues education and (uality teaching. 'etrie"ed from httpsEIIleocontent.acu.edu.auIfileI>;cdee+8Ab+;JA ;;7FA+d;cA?7>8dc?F;,?dI7ILo"at*++>K*+<aluesandK*+MT.pdf 45IC%@. )*++,-. )rotecting and reali*ing children+s rights. 'etrie"ed from httpEIIwww.unicef.orgIcrcIindeLprotecting.html 45IC%@. )*++,-. ,nderstanding the con#ention of the rights of the child. 'etrie"ed from httpEIIwww.unicef.orgIcrcIindeLunderstanding.html 45IC%@. )*++,-. The con#ention on the rights of the child. 'etrie"ed from httpEIIwww.unicef.orgIcrcIfilesI$ur"i"alL#e"elopment.pdf 4nited 5ations %ducational, $cientific and Cultural (rgani6ation. )788;-. The Salamanca statement and framework for action on s%ecial needs education. 'etrie"ed from httpEIIwww.unesco.orgIeducationIpdfI$.L.M.L%.H#@ <ictorian Curriculum and .ssessment .uthority. )*++,-. Students with disailities guidelines. 'etrie"ed from httpEIIwww."caa."ic.edu.auI#ocumentsIauscurricIdisabilityLguidelines.pdf 6