Assessment

One: Letter to the school

EDFD221- Creating Inclusive, Safe and Supportive Schools
Lecturer: Liz Weir
By Alyce McConnell

To Whom It May Concern,

I am writing with regard to the recent refusal of enrolment received from your
school community. My child, Sebastian, has a learning difficulty, dyscalculia, and
on this basis, has been declined admission to start Year One at St. Francis.

Experiencing a sense of belonging is integral to human existence. For my child to
gain interdependence with others and build relationships, both through his early
years of schooling and throughout life, it is crucial to his sense of belonging.
Belonging is central to being and becoming in that it shapes who children are
and who they will become (The Early Years Learning Framework for Australia
[EYLF], 2009, p. 7).

I have thoroughly reviewed several documents such as those provided by the
Department of Education, Science and Training. I would like to highlight
important elements that I feel your school is not currently meeting in order to
provide an inclusive school community. These include a strong values system,
equitable access, and the basic rights of a child in receiving a good quality
education, irrespective of disability.

Inclusion involves taking into account all childrens social, cultural and linguistic
diversity (including learning styles, abilities, disabilities) in curriculum decision-
making processes. The intent is to ensure that all children have equitable access to
resources and participation, and opportunities to demonstrate their learning and
to value difference (EYLF, 2009, p. 24).

In light of the current educational goals for Young Australians, whereby All
young Australians become confident and creative individuals (Ministerial Council
on Education, Employment, Training and Youth Affairs [MCEETYA], 2008, p.9), I
have no doubt that your school is guiding and supporting current students in
developing personal values and attributes such as care and compassion; respect
and responsibility. However, as I am aware, The Disability Standards for
Education (2005), states that an education provider is required to make any
decisions about enrolment on the basis that reasonable adjustments will be
made where necessary so that the student with disability is treated on the same
basis as a student without the disability (Department of Education, Employment
and Workplace Relations [DEEWR], 2005, p. iv); It demonstrates to me that your
school community is not allowing my child a fair go. In defining Fair Go, I will
direct your attention to the National Framework for Values Education in
Australian Schools, in which fair go is one of the nine values; pursue and protect
the common good where all people are treated fairly for a just society
(Department of Education, Science and Training [DEST], 2005, p.4).

I am asking you to respect these values, such as fair go and integrity, whereby
you act in accordance with the given frameworks and policies to ensure my child
is treated on the same basis as any other prospective student without a
disability. I believe you have a responsibility to resolve this issue; to show an
understanding and inclusion through acceptance of diversity, which in this case is
a learning difficulty.
A key principle of effective values in education is that schools regularly review
their current approach, in order to ensure that they are meeting the intended
outcomes. Is your school meeting them?


The National Safe Schools Framework school audit tool is one such initiative that
assists schools to make informed decisions about what they are doing well, as
well as identifying gaps (Ministerial Council for Education, Early Childhood
Development and Youth Affairs [MCEECDYA], 2010).

I encourage you to explore the principles outlined within the framework and
consider whether your values are in line with these. There is a strong
correlation between many of the elements present in the National Safe Schools
Framework and the issues relating to the enrolment of my son, and the effects of
his disability. I would like to focus your attention to element 6.1, which is
characterised by a strong focus on student engagement (MCEECDYA, 2010, p.7):
Providing student engagement or an investment in learning can be actively
promoted through a meaningful curriculum and effective learning and teaching
strategies. This is one recommendation I would put forward to your school
community in addressing the individual needs for my child, and furthermore,
working collaboratively towards the National Safe Schools vision of, All
Australian schools are safe, supportive and respectful teaching and learning
communities that promote student wellbeing (MCEECDYA, 2010, p.3).


Schools play a vital role in promoting the intellectual, physical, social, emotional,
moral, spiritual and aesthetic development and wellbeing of young Australians
(MCEETYA, 2008, p.4). Dyscalculia is a learning disability that can affect young
children, hindering their development of mathematical concepts as well their
understanding of mathematical terms. Due to a poor memory of number facts,
performing basic arithmetic can prove problematic, in addition to a childs
tendency to frequently reverse figures and misplace value positions (Learning
Difficulties Coalition, 2008). Research shows that teachers and parents can
support dyscalculia by working collaboratively to establish strategies that will
enable and assist a child in learning concepts of Mathematics more effectively
(Westwood, P. 2008).
I strongly believe that with reasonable adjustment to the current curriculum and
a personalised learning program put in place, it could provide a rich and
meaningful opportunity for Sebastian to flourish in all developmental areas.


Australian schooling promotes equity and excellence; this is a goal set out in the
Melbourne Declaration to ensure to that all Australian schools provide all
students with access to high-quality schooling and promotes personalised

learning that aims to fulfill the diverse capabilities of each young Australians
(MCEETYA, 2008). All children have the right to learn, the right to a good
quality education, no matter who they are, or whether disability is present or not
(United Nations, 2008). Your school community should be encouraging my child
to attend your school to reach the highest level he possibly can, not shying away
because it requires a bit of flexibility and adjustment to the usual program.
Article 29 of the UN Convention on the Rights of the Child states that, education
should help you use and develop your talents and abilities (United Nations,
2008). I believe in celebrating student success and ability, not focusing
negatively on disability, would make for a more supported and inclusive school
community.


High quality subject and pedagogical knowledge proved to have the single
greatest impact on student success (Lovat, 2010, p. 490).
Special needs education, for which many children require at some point during
their schooling, incorporates the proven principles of sound pedagogy from
which all children may benefit (UNESCO, 1994). Pedagogy refers to an early
childhood educators professional practice, and considers aspects of building and
nurturing relationships, curriculum decision-making, teaching and learning
(EYLF, 2009). As a graduating teacher in Victoria, one has the responsibility to
know how students learn and how to teach them effectively, displaying sound
knowledge of current learning theories and of pedagogical models from which
they draw their practice (Victorian Institute of Teaching [VIT], 2010). Based on
the Victorian Teaching Profession Code of Conduct, Principle 1.1, teachers are
committed to catering for individual abilities of students. Furthermore, the
teacher should be aware of the role of other professionals and agencies and seek
further assistance if the learning needs of a child are beyond their professional
expertise (VIT, 2008, principle 1.3).


I urge you to reconsider your initial refusal, so that together, we can actively
position young Australians, such as Sebastian, to live fulfilling, productive and
responsible lives. Furthermore, any subsequent actions could promote this

school as an informed school community, one that is willing to find new ways of
working fairly and justly; one that provides a safe, supportive and inclusive
environment for all children, irrespective of their abilities.

References:

Department of Education, Employment and Workplace Relations. (2009).
Belonging, Being & Becoming: The Early Years Learning Framework for
Australia [Fact sheet]. Retrieved April 6th, 2013 from:
http://foi.deewr.gov.au/system/files/doc/other/belonging_being_and_be
coming_the_early_years_learning_framework_for_australia.pdf


Department of Education, Employment and Workplace Relations. (2005).
Disability Standards for Education [Fact sheet]. Retrieved April 8th, 2013
from: http://foi.deewr.gov.au/system/files/doc/other/disability_
standards_for_education_2005_plus_guidance_notes.pdf


Department of Education, Science and Training. (2005). National Framework for
Values Education in Australian Schools [Fact sheet]. Retrieved March 20th
from: http://www.valueseducation.edu.au/verve/_resources/Framework
_PDF_version_for_the_web.pdf


Learning Difficulties Coalition. (2008). Learning Difficulties [Fact sheet].
Retrieved April 9th, 2013 from: http://www.ldc.org.au/documents
/LDC%20Fact%20Sheet%20-%20Learning%20Difficulties.pdf)


Lovat, T. (2010). Synergies and balance between values education and quality
teaching. Educational Philosophy and Theory, 42(4), 489-500.


Ministerial Council for Education, Early Childhood Development and Youth
Affairs. (2010). National Safe Schools Framework [Fact sheet]. Retrieved
March 20th from: http://www.mceecdya.edu.au/verve/_resources/
NSSFramework.pdf


Ministerial Council on Education, Employment, Training and Youth Affairs.
(2008). Melbourne Declaration on Educational Goals for Young Australians
[Fact sheet]. Retrieved January 28th, 2012 from:
http://www.mceedya.edu.au/verve/_resources/National_Declaration_on
_the_Educational_Goals_for_Young_Australians.pdf


United Nations. (2008). UN Convention on the Rights of the Child [Fact sheet].
Retrieved March 26th, 2013 from: http://www.childrensweek.org.au/

UN%20poster%20Jan%202008.pdf

United Nations Educational, Scientific and Cultural Organisation. (1994). The

Salamanca Statement and Framework for Action on Special Needs
Education [Fact sheet]. Retrieved April 11, 2013 from:
https://leocontent.acu.edu.au/file/e15c9dc6-4eb2-542b-dbf1-
2af04d69cb60/1/Salamanca%20statement.pdf


Victorian Institute of Teaching. (2010). Standards for Graduating Teachers [Fact
sheet]. Retrieved from
http://www.vit.vic.edu.au/SiteCollectionDocuments /PDF/Standards-for-
graduating-teachers-jan-09.pdf


Victorian Institute of Teaching. (2008). The Victorian Teaching Profession Code of
Conduct [Fact sheet]. Retrieved from http://www.vit.vic.edu.au/
SiteCollectionDocuments/PDF/1543_Code-of-Conduct-June-2008.pdf


Westwood, P. (2008). What Teachers Need to Know about Numeracy. Camberwell,
VIC: ACER Press.