Josephine Walton Student Number: S00170561

EDFD221: Creating Inclusive Safe and Supportive

Schools
Assignment #1 Letter
To Whom It May Concern,

I am writing to you on behalf of my daughter Aurora, who you denied enrolment

into your school. After some challenging years my family and I needed a fresh
start which we were hoping to achieve by starting Aurora at your school. To say
we are disappointed is an understatement. Aurora is a caring, patient and kind
girl, who will achieve anything she sets her mind to. She is a talented singer and
drawer. While the aftermath of her physical abuse continues to have an impact
on her life, she is determined to overcome these challenges and excel
academically. There is no doubt that she would be an asset to your school.

By refusing Aurora enrolment, she is being denied the right to be included into a
supportive community of her peers. There are principles that form the basis of
policies and practices surrounding the inclusion of students from a diverse range
of backgrounds (Foreman & Arthur-Kelly, 2014), be that a physical or mental
disability, English as an Additional Language or a difficult home life; just to name
a few. Two of these principles include Social Justice and Human Rights. These
both emphasise one very important idea, one that should not require stating but
unfortunately still does: that people who are living with some kind of disability
want to be seen as people first (Foreman & Arthur-Kelly, 2014), as their disability
does not define them. As Aurora grows and matures into a young adult, I do not
want her to be seen only as her disability or for her to be defined by this
traumatic event in her life. She is so much more than the victim of abuse. She is
the girl who will sit and listen to her friends problems for hours, who will go out
of her way to make someone who is crying smile. Aurora is so much more than
her disability, and she deserves to be seen as a person first.

As an Australian school, and as outlined as a guiding principle in the National

Safe Schools Framework (2003), you accept the responsibility of developing,
creating and sustaining a safe and supportive learning and teaching community
where all members feel respected and the diversity of that community is valued.
The National Safe Schools Framework (2003) also notes the following key

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characteristic: working with community organisations to extend support to

students and families as needed. (p. 8). By working together, we, being Auroras
family, potential teachers and support workers, could support Aurora as she
transitions into a new school and comes to fully accept and understand the
magnitude of what has happened to her. Complex trauma that occurs as a result
of abuse, neglect or violence can lead to emotional difficulties and a loss of
security (Department of Families, Housing, Community Services and Indigenous
Affairs, 2012), and one of the many ways we can work to help Aurora is by
ensuring she is in a safe and supportive school community that works to promote
the wellbeing of all students and helps them to develop respectful, healthy
relationships (Department of Education, Science and Training, 2003).

One of the goals outlined in the National Goals for Schooling in the 21 st Century
(1999) notes that students should have qualities of self-confidence, optimism,
high self-esteem and a commitment to personal excellence as a basis for their
potential roles as family, community and workforce members (p. 229). This goal
is vitally important, as it highlights that education is just as much about building
the character of students as it is about equipping students with specific
academic skills (Ministerial Council on Education, Employment, Training and
Youth Affairs, 2008). It is for this reason that the National Framework for Values
Education in Australian Schools exists, to provide the vision for improved values
education in our schools (Department of Education, Science and Training, 2005).
This could be a vital part of not only Auroras education, but the education of her
peers too. Participating in values education has the potential to begin to restore
her self-confidence as well as to teach her to value and respect herself;
something that was unfortunately taken from her during the past couple of
years. By having students from diverse backgrounds in the classroom their peers
learn to be tolerant of those with differences, to show respect and to understand
the lives of those around them. Having students like Aurora in your classrooms
could be a positive experience for all involved.

Children are not simply passive objects who require care and charity, they are
human beings with a distinct set of rights (UNICEF, 2016), including the right to
special protection because they are vulnerable to exploitation and abuse
(Australian Human Rights Commission, 2016). These rights begin before the child
is even born, by ensuring they have access to pre-natal care, and as they grow
include safe shelter, nutrition, protection from disaster and conflict, clean water,

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sanitation, health care and education (UNICEF, 2016). The Convention on the
Rights of the Child clearly details the rights that all children have. All of these
obviously apply to all children, but there are some that certainly stood out for me
when thinking about Aurora, which including Article 5: Children have the right to
a full life. Governments should ensure that children survive and develop
healthily (UNICEF, 2006, p. 1) and Article 19: Governments should ensure that
children are properly cared for and protect them from violence, abuse and
neglect by their parents, or anyone else who looks after them (UNICEF, 2006, p.
1). A full life for Aurora would certainly include her being able to attend school
where she would be able to engage with her peers, participate in extra curricula
activities and experience life as, for all intents and purposes, as normal child.

The Australian Government considers all people living with any kind of disability
to have the right to participate as fully as possible in their community (Ruddock,
2005). As Im sure you are aware, this is why the Disability Standards for
Education were created; and these standards apply to government and non-
government schools. The object of these standards is to eliminate discrimination
against people on the grounds of them having a disability, in education and
training (Ruddock, 2005). By denying Aurora enrolment because she is the victim
of abuse, you are failing to meet this standard. I understand that you may be
shocked or uncomfortable (Fennimore, 2007) talking about and dealing with
Auroras physical abuse, but this is an opportunity for you to lead by example
and commit to advocating for the right of every child. This would include taking
reasonable steps to ensure that Aurora, and all students with diverse needs, are
able to participate not only in lessons, but all aspects of school life (Ruddock,
2005). This will ensure that Aurora does not feel isolated or singled out, and
allow her talents and her personality to shine through and be developed; to
reveal the person she is rather than the disability.

At the end of the day I could argue for hours about the legal requirements of you
as a school, about principles of inclusion, social justice, childrens rights and
relevant frameworks. But you should know all of this. I would like to conclude by
reminding you of the young girl who you are denying enrolment to. Aurora has
done nothing wrong. She was the victim of horrible circumstances that she could
not control. My daughter is kind and loving, she is wise beyond her years and has
had to grow up too fast. I would love nothing more than for her to go to school, to
love learning, to catch up academically, to spend time with friends and be

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Josephine Walton Student Number: S00170561

innocent for just a little bit longer. I sincerely hope you will reconsider Auroras
enrolment status; she would be a valuable member of your school community.

Regards,

A Concerned Mother.

References
Australian Human Rights Commission. (2016).
https://www.humanrights.gov.au/our-work/childrens- rights
Department of Education, Science and Training. (2003). National Safe Schools
Framework. Prepared by the Student Learning and Support Services
Taskforce Canberra.
Department of Education, Science and Training. (2005). National Framework for
Values in Australian Schools. Prepared by the Student Learning and
Support Services Taskforce Canberra. [Held as part of a kit]
Department of Families, Housing, Community Services and Indigenous Affairs.
(2012). Protecting Children is Everyones Business. Canberra, Australia:
Council of Australian Governments.
Fennimore, B. M. (2007). Know Where You Stand and Stand There. Childhood
Education, 83(5), 294- 298. doi: 10.1080/00094056.2007.10522935
Foreman, P. & Arthur-Kelly, M. (Eds.) (2014). Inclusion in Action (4th ed.). South
Melbourne, Australia: Cengage Learning.
Ministerial Council on Education, Employment, Training and Youth Affairs. (1999).
National Goals for Schooling in the 21st Century. Retrieved from
file:///C:/Users/Josie/Downloads/http--- www.aphref.aph.gov.au-house-committee-
edt-eofb-report-appendf.pdf
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).
Melbourne Declaration on Educational Goals for Young Australians.

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Retrieved from

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Edu
cationa l_Goals_for_Young_Australians.pdf
Ruddock, P. M. (2005). Disability Standards for Education 2005 plus Guidance
Notes. Retrieved from

http://resource.dse.theeducationinstitute.edu.au/sites/default/files/dse_plus_guid
ance_not es.pdf
UNICEF. (2006). A simplified version of the United Nations Convention on the
Rights of the Child. Retrieved from
http://www.unicef.org.au/Upload/UNICEF/Media/Our
%20work/childfriendlycrc.pdf
UNICEF. (2016). http://www.unicef.org/