EDFD 221- Assessment Task 1: Letter to the School

Louisa Sberna S00125860

To whom it may concern,

I am writing to discuss my disappointment in regards to my five year old
daughter Greta Ahlberg not being accepted for enrollment for the year 2015. I
am also a tertiary educator and to see that Greta has been refused enrolment
has both myself and my husband absolutely dumbfounded, as this is not
something that is accepted as part of the frameworks for values and social
justice.
Greta has great influences in her life. She is proud to know that her cultural
background is Swedish, and my husband and I only want what is best for her,
an opportunity for a good education. We live in a great neighborhood
surrounded by many wonderful and thoughtful people who always go out of
their way to help our family. We are just like any other average family in your
school community. We, like many other families have a mortgage but with both
our incomes, we will be able to pay off the mortgage as well as send our
children to school. We aim to provide them with all means necessary that will
benefit their future.
Regarding education, the DDA states that: it is unlawful for an educational
authority to discriminate against a person on the ground of the persons
disability by refusing to accept the persons application for admission as a
student (Foreman, 2011). Inclusion is based on the philosophy that schools
should provide for the needs of all children (Larkins, 2011). The fundamental
principle of an inclusive school is that all children should learn together,
wherever possible, regardless of any difficulties or differences they may have
(The Salamanca Statement and Framework for Action, 1994). The Code of

EDFD 221- Assessment Task 1: Letter to the School

Louisa Sberna S00125860

Conduct, as you would already know, is the set of principles, which describe the
professional conduct expected of teachers by the community. I do not feel that
you, as an educator, have been able to give my daughter the opportunity to
learn. Based on this professional conduct, you have not allowed yourself the
opportunity to build a relationship with my daughter by respecting her
individual differences and catering for her individual needs. Surely the main
focus of teaching is student learning. (The Victorian Teaching Profession Code
of Conduct). You should demonstrate integrity by acting in the best interest of
all students by behaving in a way that respect and advance the profession.
However, I have seen no integrity from you.
The Salamanca Statement proclaims that every child has a fundamental right
to education, and must be given the opportunity to achieve and maintain an
acceptable level of learning (The Salamanca Statement and Framework for
Action, 1994). As you have been made aware from Gretas application in
regards to her being on the Autism spectrum, you have still chosen to deny her
access to your school. Your school is classified as a regular school, and should
accommodate her within a child centered pedagogy capable for meeting
these needs (The Salamanca Statement and Framework for Action, 1994).
An objective of the Disability Standards for Education (2005) that stands out to
me is to ensure as far as practicable that a person with a disability has the
same rights to quality education as the rest of the community. As an educator,
you have disregarded these standards and the rights of my daughter Greta,
and have discriminated against her because she has a learning disability. Under
these standards, I feel that it is unfair to decline our application for enrolment
as you cannot demonstrate unjustifiable hardship, protection of public health

EDFD 221- Assessment Task 1: Letter to the School

Louisa Sberna S00125860

and special measures (Disability Standards Overview, 2005). There is no way

that you can demonstrate unjustifiable hardship. Greta is on the low side of the
Autism spectrum and therefore the financial costs to put Greta through
education are very minimal. With persistence from the classroom teacher and
support of an occasional teaching aide, it is possible and affordable for my
husband and I to contribute to these costs. Autism is a learning disability. It is
not an infectious disease that will put other students or teachers at risk
(Disability Standards for Education, 2005).
In my opinion you have failed to uphold the values for Australian Schooling
under the National Values Framework (2005). One of these values that has
stood out to me the most is the right to a Fair Go- you have not pursued and
protected the common good where all people are treated fairly for a just
society and this is evident from the refusal of enrolment for my daughter,
Greta. Another value that I feel you have not lived up to is respect. Respect is
something that should be earned and is a part of everyday life, at school and at
home. You have most certainly not treated my family, in particular Greta, with
consideration and regard. I am utterly disappointed.
Human rights is the recognition and respect of peoples dignity and most
importantly a standard to identify and measure inequality and fairness in
society (Larkins, 2010). Human rights affect everyone, everywhere, every day,
but many people are not sure of their meaning, and the implications of
protecting them (Australian Human Rights Commission). We feel that Gretas
human rights are not being acknowledged and respected.
My overall argument comes back to the notion of inclusion. It is the obligation
of schools to provide every single child the adequate access to learning so that

EDFD 221- Assessment Task 1: Letter to the School

Louisa Sberna S00125860

they are able to ALL succeed, regardless of their diverse needs (Foreman,
2011). Ultimately, you are discriminating against my child because of her
learning disability, so we suggest that you reconsider your enrollment
processes or we will be taking further action.

Yours sincerely,
Vera Ahlberg

Word Count: 988 (excluding references)

References:
Catholic Social Teaching Office for Social Justice, Archdiocese of St Paul and
Minneapolis: http://www.osjspm.org

Victorian Institute of Teaching. (2010). The Victorian Teaching Profession Code

of Conduct.
Retrieved from
http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/1543_Code
of-Conduct-June-2008.pdf

Department of Education, Science and Training. (2005). National framework for

values in Australian schools. Prepared by the Student Learning and Support
Services Taskforce Canberra.

EDFD 221- Assessment Task 1: Letter to the School

Louisa Sberna S00125860

Department of Education, Science and Training. (2003). National safe schools

framework. Prepared by the Student Learning and Support Services Taskforce
Canberra.

Disability Standards for Education. (2005). Accessed from www.dest.gov.au/

Foreman, P. (Ed.)(2011). Inclusion in Action (3rd ed.). South Melbourne, Victoria:

Cengage Learning.

Larkins, G. (2010). EDFD 221 Lecture 2: Human Rights and Social Justice.
[PowerPoint Slides]. Retrieved from EDFD221, Australian Catholic University
Learning Environment Online https://leocontent.acu.edu.au/file/e15c9dc6-4eb2542b-dbf1 2af04d69cb60/1/EDFD221
_Lecture_W1_S1_2011_Blackboard.pdf

Larkins, G. (2011). EDFD 221 Lecture 1: Creating Inclusive, Safe and Supportive
Schools
[PowerPoint Slides]. Retrieved from EDFD221, Australian Catholic University
Learning
Environment Online
https://leocontent.acu.edu.au/file/e15c9dc6-4eb2-542b-dbf1
2af04d69cb60/1/EDFD221_Lecture_W1_S1_2011_Blackboard.pdf

Salamanca Statement. (June, 10, 1994), Frameworks for Action on Special

EDFD 221- Assessment Task 1: Letter to the School

Louisa Sberna S00125860

Needs Education. (Report) Retrieved from

UNICEF. (2014). The Convention of the Rights of the Child. Retrieved from:
http://www.unicef-irc.org/portfolios/crc.html#Part-III