Sarah Barbanti S00170782

Dr. Max Perry

115 Victoria Parade
Fitzroy, VIC, 3065
22nd March 2017

Principal Donald Clayton

Holy Judes Primary School
780 Riddle Road
Fitzroy, VIC, 3065

Dear Mr. Clayton,

My name is Dr. Max Perry, writing to you as an advocate on behalf of Hannes

Schmidt and his daughter, Liah Schmidt. Liah has been denied acceptance into your school
on the basis of her special needs.
Liah is a creative, humble and talented young lady who has only recently become a
citizen of our country. Hannes has migrated to Australia from Germany with his young
daughter, in order to live a happier and safer life, after losing his wife and son in a brutal
attack. Liah has recently been placed on the Autism Spectrum, although typically Autism is
picked up within the first 3 years of a child’s life (Redshaw & Smith, 2013), due to Liah’s
upbringing only recently has it been brought to her father’s attention. Liah is also an English
as a second language (ESL) student. Since being diagnosed on the spectrum, Liah and her
father have been attending regular consultations with myself, with a great amount of
improvement, Liah has begun to master control of her actions in social settings, she has also
found an alternative action that helps with her impatience, as well as having ongoing
support from her father and myself, this has benefited her in several ways, particularly her
English speaking.

We live in a society of multiculturalism, a world where “all teachers nowadays can

expect to have a diversity of students in their classes” (Foreman & Arthur-Kelly, 2014, p3).
“Inclusion is a philosophy” (Titone, 2005), no matter a student’s weakness or strength, they
 Sarah Barbanti S00170782

are a part of the learning community. The non-acceptance of Liah’s application prompted
her father and I to discuss an important principle of inclusion that you claim to incorporate
in your school’s curriculum. The principles of inclusion are based around the classroom as a
community, we believe that Liah’s learning will be benefited when working in a classroom
where she is not restricted, where she is believed in and is able to express her ideas to her
teachers and peers.
Only recently has it been discovered that there is a lack of preparation for general education
and special education teachers. Reber, Marshak, and Glor-Sheib (1995) concluded that the
amount of “academic and professional preparation a teacher receives can affect his or her
attitude and have concrete implications for their practice” (Titone, 2005). Liah needs the
teachers at your school, many of whom have continued their studies in preparation for
students such as Liah, to utilise their skills and help her realise her full potential. By refusing
her acceptance you are denying her the education required to meet her needs and allow
her to learn in a non-restricted community.

“The biggest mistake sometimes is to play things very safe in this life and end up
being moral failures” (Shetterly, 2005). Being a child advocate I could not disagree more
with this quote. Upon hearing of the life Liah and her father left behind in Germany, it was
important to them and myself to choose a school for Liah that heavily enforces the National
Safe Schools Framework. “The National Safe Schools Framework (NSSF) was endorsed by all
Australian ministers of education. The framework aimed to raise awareness of the
importance of a shared vision of physical and emotional safety and well-being for all
students in Australian schools” (Cross, Epstein, Hearn, Slee, Shaw & Monks, 2001). By you
basing your school values on this framework, it is important that the differences in a
student’s physical and emotional state remain the main priority.
By allowing Liah to attend your school, you would be changing her opinion on how children
are treated and respected by their teachers, peers and school community.

The National Framework for Values Education in Australian Schools is based on nine
values for Australian schooling. The values aim to provide every student within Australia
with a ‘fair-go’ as well as a sense of equality (Department of Education, Science and
Training, 2005). From this it is expected that each of your students is treated equally and
 Sarah Barbanti S00170782

fairly. Liah has suffered from many distressing incidents that very few children her age
would ever experience in their lifetime. I believe that you are not giving Liah a ‘fair-go.’ Does
your school website, handbook and mission statement not proclaim the values of; ‘honesty,
love one another, inclusion, fair-go and tolerance’? Do you and your teaching staff not
ensure that each and every one of your students feel included? Is each of your students
given a fair-go?
“These shared values such as respect and ‘fair go’ are part of Australia’s common
democratic way of life, which includes equality, freedom and the rule of law. They reflect
our commitment to a multicultural and environmentally sustainable society where all are
entitled to justice” (Department of Education, Science and Training, 2005).

Jost and Kay (2010) define social justice as “human beings being treated with dignity
and respect not only by authorities but also by other relevant social factors, including fellow
citizens.” Social Justice has a very influential role in providing rights of children, as it ensures
that they have the same opportunities regardless of their mental and physical abilities.
“In Australia and other developed countries, there has been significant improvement in
educational opportunities and access to public life for children with disabilities” (Bowes,
Grace & Hodge, 2012). Throughout the years the United Nations Rights have worked hard to
ensure that each child has a right to an education as “every child should have and be able
to” (United Nations Rights of the Child, 2008).
Liah deserves to be treated with dignity, it is her right to fight for her voice, Liah’s father
strongly believes that Liah should attend your school, as it is her right to be educated to her
highest potential.

“Disability need not to be a barrier to success” (World Health Organisation, 2011), in

2011 the World Health Organisation (WHO) conducted a report, revealing that “more than 1
billion people worldwide, about 15 percent of people, live with some form of disability”
(Goepel, Childerhouse, & Sharpe, 2014). A legislation was developed for all Australian
students living with a disability in 2006 by the United Nations (Foreman & Arthur-Kelly,
2014). The legislation underlined the promotion and protection of “human rights and
freedoms for all people with disability” (Foreman & Arthur-Kelly, 2014), this legislation was
then presented and included when forming the Australian Curriculum.
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The United Nations Educational, Scientific and Cultural Organisation (UNESCO) stated that
“inappropriately-designed curricular are often the major causes of segregation and
exclusion for students with disability” (Foreman & Arthur-Kelly, 2014) this statement clearly
demonstrates why students with disability require a legislation that ensures and protects
their rights and freedom.
By segregating Liah from your school, the main focus of this legislation is lost within you
school’s values – freedom of rights for children with disability.

I kindly urge you to reconsider the enrolment of Liah Schmidt who is slowly learning
to cope and manage her disabilities. I have outlined several reasons as to why, I believe,
your school would be the best fit for Liah’s needs and learning. By attending your school
Liah would be able to enhance her English speaking skills, as well as continue to develop her
knowledge and learn to work within her abilities.
Please take Liah into consideration, as we believe that Holy Jude’s Primary School displays
the values for the best possible education that Liah has access to.
We look forward to hearing from you.

Yours sincerely,

Maxwell Perry
Dr. Max Perry.

References:
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Bowes, J., Grace, R., & Hodge, K. (2012). Children, Families and Communities: Contexts and
Consequences (4th ed., pp. 41-43). South Melbourne, Victoria: Oxford University Press.

Cross, D., Epstein, M., Hearn, L., Slee, P., Shaw, T., & Monks, H. (2001). National Safe Schools
Framework: Policy and practice to reduce bullying in Australian schools. International
Journal of Behavioural Development, 35(5), 398-404.

Department of Education, Science and Training. (2005). National Framework for Values
Education in Australian Schools. Retrieved 19 March 2017, from
http://www.curriculum.edu.au/verve/_resources/framework_pdf_version_for_the_web.pd
f

Foreman, P., & Arthur-Kelly, M. (2004). Inclusion in action (4th ed., 1-57). South Melbourne,
Australia: Cengage Learning.

Goepel, J., Childerhouse, H., & Sharpe, S. (2014). Inclusive primary teaching (1st ed.). Critical
Publishing.

Jost, J., & Kay, A. (2010). Social Justice: History, Theory, and Research. Handbook Of Social
Psychology. http://dx.doi.org/10.1002/9780470561119.socpsy002030

Redshaw, E., & Smith, H. (2013). Autism in Children. InnovAiT: Education & inspiration for
general practice. Retrieved 19 March 2017, from
http://journals.sagepub.com.ezproxy1.acu.edu.au/doi/pdf/10.1177/1755738013515453

Shetterly, R. (2005). Americans who tell the truth. New York Dutton.

Titone, C. (2005). The Philosophy of Inclusion: Roadblocks and Remedies for the Teacher
and the Teacher Educator. The Journal of Educational Thought, 39(1), 9-29.
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United Nations Rights of the Child. (2008). UN Conventional on the Rights of the child in child
friendly language. Retrieved 19 March 2017, from
https://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

World Health Organisation. (2011). World Report on Disability. Retrieved 19 March 2017,
from http://www.who.int/disabilities/world_report/2011/report.pdf