Jayde Cairns

S00159507
Assignment #1: Letter

Dear Mrs Rayna Walker,

I am writing to you in regards to my son Ayden. Ayden is a strong and positive young person
with an eagerness to learn. His vibrant personality and bubbly nature is infectious and his
outlook upon life is somewhat astonishing. He excels in visual arts and sport and has a
readiness to develop his skills in areas that he finds difficult. His sporting achievements are of
great importance to him and build his confidence to progress in other areas of the curriculum.
Despite his strengths and vibrant personality, Ayden has been declined enrolment into your
school due to his constant struggle with dyslexia. I would like to take this opportunity to
bring to your attention values, principles, frameworks and legislation that your school is
required to adhere to regarding enrolment.

Firstly, the principles of inclusion that have been developed as the basis for policy and
practice within schools are what I would like to address initially. The principles aim to
address the concept of inclusion of all students despite disability (Foreman & Arthur-Kelly,
2014). One principle underlying inclusion that directly relates to Ayden and his desperate
need for enrolment within your school is normalisation. Normalisation in relation to
education refers to the idea that all children should have the opportunity to attend the local
school (Foreman & Arthur-Kelly, 2014). Aydens wiliness to present his personal best in all
areas of the curriculum shows a young student that will thrive within a standard classroom
with support and assistance from the teacher. Aydens talents outside of the classroom allow
him to build strong friendships with other students which directly impacts on his choice of
schooling. Ayden is more than capable and willing to adapt to the classroom and take on extra
tasks to assist his learning. Another principle of inclusion that I would like to bring to your
attention is the least restrictive environment. This refers to the placement of people with
disabilities in environments that give them the greatest range of choices, that is, the fewest
restrictions (Foreman & Arthur-Kelly, 2014). Ayden does not see his disability as a
restriction, but as a hurdle that he must face to develop his education. Therefore, his need for
normalisation within your school is evident as this will be the least restrictive environment
for him to further his education.

In conjunction with the principles of inclusion, the National Safe Schools Framework aims
that all Australian schools are safe, supportive and respectful teaching and learning
communities that promote student wellbeing (National Safe Schools Framework, 2010).
Student wellbeing is the focus of the framework and as I am sure, that focus of your school.
Element 2.3 discusses clear demonstration of respect and support for student diversity in the
schools inclusive actions and structures (National Safe Schools Framework, 2010). With this
in mind, it is to be expected that Ayden is shown respect and support throughout his
enrolment as well as within the classroom. His diversity should be treated with respect and
his learning should be supported as best it can. Again, element 8.1 of the framework discusses
effective processes for early identification of families or students who need, or could benefit
from, additional support (National Safe Schools Framework, 2010). This may benefit Ayden
as it focusses on possible effective processes to assist learning disabilities, directly relating to
assisting Ayden within the classroom and implementing strategies to further support this
learning.
Jayde Cairns
S00159507
Assignment #1: Letter

The framework for values in education provides 9 values for Australian schooling that are
implemented to create positive school communities (National Framework for Values
Education in Australian Schools, 2005). The values are a basis and a referral point to what the
staff and the students of the school are expected to demonstrate. These values should be the
influencing factor for the schools community in their decision regarding the enrolment of
Ayden. 3 of the 9 values can directly impact on the decision of Aydens enrolment, these
include, fair go, integrity and understanding, tolerance and inclusion. Fair go in regards to the
values relates to the idea of perusing and protecting the common good where all people are
treated fairly (National Framework for Values Education in Australian Schools, 2005).
Aydens fair go would be giving him the opportunity to participate within the school
community disregarding his disability. Integrity refers to acting in accordance of ethical and
moral conduct and ensuring consistency between words and deeds (National Framework for
Values Education in Australian Schools, 2005). Ethically, Aydens disability is in no way a
factor alone that can contribute to his enrolment being rejected and is also somewhat morally
wrong. Understanding, tolerance and inclusion has a focus on excepting diversity and
including others (National Framework for Values Education in Australian Schools, 2005).
Each individual student comes with special needs of there own and Ayden is no different. His
disability should be treated with understanding and he should be included within the school
community despite suffering from dyslexia.

Aydens disability does not shape him as a person nor does it distinctly separate him from his
peers. Social justice is what I am relying on convey the importance and desperation of his
acceptance into your school. I would also like to take this time to bring to your attention the
UN convention on the rights of the child. Through rejecting Aydens enrolment into your
school, you are failing to comply with the rights of children. 4 of the UN convention on the
rights of the child directly impact on Aydens journey in seeking acceptance. Article 12
discusses childrens rights to give an opinion and for adults to take the opinion seriously (UN
convention on the rights of the child, 2008). Aydens truly believes that he is deserving and
capable of becoming a member of the school community, but is refused the opportunity to
demonstrate his eagerness to learn. Article 19 focuses on childrens right to be projected from
being mistreated in body or mind (UN convention on the rights of the child, 2008). Through
failing to comply with these rights, Ayden has been mistreated. His confidence as a person is
damaged, and his lust for education will surely be impacted. Since receiving the letter of
rejection, Ayden is questioning that something must be wrong with him. Article 28 and 29
discuss that all children have the right to receive the best education possible and to use and
develop their strengths (UN convention on the rights of the child, 2008). For Ayden this is
your school. I truly believe that Ayden can find success and grow as a person within the
school community.

Through refusing the enrolment of Ayden, you are yet again failing to adhere to legislative
requirements. In the Disability Standards for Education, 2005, the enrolment standards state
that the provider must treat the prospective student on the same basis as a prospective student
without a disability. Again, in the Disability Discrimination Act, 1992, it is discussed that it is
unlawful for an education authority to discriminate against a person on the grounds of the
persons disability: by refusing to accept the persons application for admission as a student
(Foreman & Arthur-Kelly, 2014). Aydens disability is this circumstance is being used as a
grounds for rejection. Ayden is being discriminated against due to his disability and this is
effecting his education. Ayden is not being considered for enrolment on the same basis as a
student that is without a disability, which as stated above, is unlawful.
Jayde Cairns
S00159507
Assignment #1: Letter

To conclude, through declining Aydens enrolment into your school you are failing to comply
with legislation, principles, values, rights and frameworks that have been implemented within
Australia to ensure quality and inclusion for all students and people. Ayden is a bright young
child that can bring numerous qualities into the school that will have a positive influence on
others. His infectious outlook upon life is astonishing and his disability will not stop him
from conquering whatever it is that he wishes to achieve. Thank you for taking the time to
read this letter, I hope it has persuaded your decision regarding the acceptance of a bright
young boy with a lust for education that wont be found elsewhere.

Yours thankfully,

Jayde Cairns.

References:
Jayde Cairns
S00159507
Assignment #1: Letter

Disability Standards for Education. (2005). Retrieved from:

https://www.education.gov.au/disability-standards-education

Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in action (4th ed.). Melbourne: Cengage
learning

National Framework for Values Education in Australian Schools. (2005). Retrieved from:

http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_w
eb.pdf

National Safe Schools framework. (2010). Retrieved from:

http://www.safeschoolshub.edu.au/documents/nationalsafeschoolsframework.pdf

The United Nations Children's Emergency Fund (2008). UN conventional rights of a child in
child friendly language. Retrieved from:
http://www.childrensweek.org.au/UN%20poster%20Jan%202008.pdf