Anna Moore (S00118360)

EDFD221- Assessment 1: Letter

The trend towards mainstream schooling is associated with better academic success,
improved community inclusion, increased development of social competence and positive
self-esteem (PwC , 2011; Cummins, 2011; United National Educational, Scientific and Cultural
Organization, 1994). Mainstream schooling for disabled children increases inclusive
opportunities, and encourages whole communities to develop just attitudes towards disabled
people (PwC , 2011 ).
A current concern for people with disabilities is the constant challenge to gain access to
mainstream services in the community (Price Waterhouse Cooper [PwC], 2011). Mainstream
school systems must adapt and cater for the diverse needs of the community (United Nations,
1989).
Both state and federal legislation is based on anti-discrimination laws which outline that
students with disabilities cannot be denied access to educational opportunities available to
other students (Victorian Equal Opportunities and Human Rights, 2012; United National
Educational, Scientific and Cultural Organization, 1994). The United Nations (1989) outlines in
article 2, that all people are entitled to human rights and freedom without distinction or
discrimination. The Disability Discrimination Act (1992), Article 28 and 29 in the United
Nations (1989) and The Disability Standards for Education (2005) all affirm the notion that
every child has a right to an education based on equal opportunities to other children. The
convention of the rights of a child (United Nation, 1989) also stipulates that children with
disabilities should be actively involved in the community and live a full life with access to
effective and suitable education (Victorian Equal Opportunities and Human Rights, 2012).
This links with the Values Education principles we mentioned earlier about every student
having equal and fair access to a successful education (Department of Education, Science and
Training, 2005).

Finally, Mr Watson, it is clearly stipulated in legislation that Education facilities must work to
eliminate barriers of access for people with disabilities (Disability Discrimination Act, 1992;
Disability Standards for Education, 2005; Explanatory Statement: Disability Standards for
Education, 2005). The Disability Discrimination Act (1992) outlines the standards for
enrolment in Part 4 stating that all prospective students with disabilities [have] the right to
enrol in an educational institution on the same basis as prospective students without
1

Anna Moore (S00118360)

EDFD221- Assessment 1: Letter

disabilities (pp. 13). This may involve taking into consideration the processes of making
necessary and reasonable adjustments to enable enrolment (Disability Discrimination Act,
1992). Schools can only be granted exemption under part 10 of the act, which is accepted on
the basis of unjustifiable hardship.

Your letter raised grave concerns for us as parents and members of the school community
about the schools attitudes and actions of intolerance which would indirectly effect and
impact on our children. Genna would be eligible for some government funding to assist the
school to build a ramp and making other reasonable adjustments to accommodate her. It is
therefore unacceptable and unjust to deny her access to your school.

The Governor General of the Commonwealth of Australia, Ms Quentin Bryce has said that
people living with disability are, too often, left behind, even though their skills and
experience[s] are of great value. (PwC, 2011, p. 5). We implore you to reconsider your
refusal to enrol Genna in prep next year. We invite you to see her attendance as an
opportunity to prompt and contribute to the necessary cultural shift of positivity towards
people with disabilities (PwC, 2011).

You have an obligation and responsibility to support Gennas rights but equally, we ask you to
share our vision for a more inclusive, diverse, safe and supportive school for all our children in
this community.

Yours sincerely,

Anna and Ben Moore

Anna Moore (S00118360)

EDFD221- Assessment 1: Letter

References
Australian Institute of Health and Welfare. (2009). A Picture of Australias Children 2009 (Cat.
no. PHE 112). Canberra, Australia: AIHW.

Catholic Education Commission Victoria Ltd (CECV) Implementation Plan for the More Support
for Students with Disabilities Initiative. (2012). Retrieved from
https://docs.education.gov.au/documents/catholic-education-commission-victoria-ltdcecv-implementation-plan-more-support-students

Cummins, R. (2011). Cerebral Palsy. Retrieved from

http://www.physicalasanything.com.au/lo/cerebralPalsy_011/documents/CerebralPalsy_
FAv9.pdf

Department of Education, Science and Training. (2005). National framework for values in
Australian schools. Prepared by Student Learning and Support Services Taskforce
Canberra. [Held as part of a kit]

Department of Education, Science and Training. (2003). National safe schools framework.
Prepared by Student Learning and Support Services Taskforce Canberra.

Disability Discrimination Act 1992, 135 Commonwealth of Australia (1992).

Disability Standards for Education. (2005). Retrieved from http://education.gov.au/disabilitystandards-education

Department of Social Services: Disability and Carers. (2011). National disability strategy 20102020. Retrieved online from http://www.dss.gov.au/our-responsibilities/disability-andcarers/publications-articles/policy-research/national-disability-strategy-2010-2020

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

http://education.gov.au/disability-standards-education
3

Anna Moore (S00118360)

EDFD221- Assessment 1: Letter

Forman, P. (Ed.)(2011). Inclusion in Action (3rd ed.). South Melbourne, Victroia: Cengage
Learning.

Price Waterhouse Coopers [PwC]. (2011). Disability expectations: Investing in a better life, a
stronger Australia. Retrieved from
http://www.pwc.com.au/industry/government/publications/disability-in-australia.htm

Review: Disability Standards for Education 2005 (2012). Retrieved from

http://education.gov.au/disability-standards-education

Toohey, K. (2012). Held back: The experiences of students with disabilities in Victorian schools.
Retrieved from http://www.humanrightscommission.vic.gov.au/index.php/our-resourcesand-publications/reports/item/184-held-back-the-experiences-of-students-withdisabilities-in-victorian-schools-sep-2012

United National (1989) Convention of the Rights of the Child. Retrieved from
http://www.ohchr.org/en/professionalinterest/pages/crc.aspx

United National Educational, Scientific and Cultural Organization (1994). The Salamanca
Statement on Principles, Policy and Practice in Special Needs Education. Retrieved from
http://en.unesco.org/

Victorian Equal Opportunities aAnd Human Rights (2012). Held back fact sheet: Main Findings
[sheet]. Retrieved from http://www.humanrightscommission.vic.gov.au/index.php/ourresources-and-publications/reports/item/184-held-back-the-experiences-of-studentswith-disabilities-in-victorian-schools-sep-2012