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Rhian Pospischil S00117416
Assignment cover sheet
Student ID Number/s:
Student Surname/s:
Given names:
S00117416
Pospischil
Rhian
Course: BED Primary
School: Education
Unit code: EDFD221
Unit title: Creating Inclusive Safe and Supportive Schools
Due date: 22/03/13
Date submitted: 20/03/13
Lecturer-in-Charge: Geraldine Larkins
Tutor: Stewart Robinson
Assignment Title and/or number: Assignment 1: Letter
DECLARATION OF ORIGINALITY
1. This assignment is submitted in accordance with the Academic Regulations
and the Academic Honesty Policy.
2. No part of this assignment has been copied from any other source without
acknowledgement of the source.
3. No part of this assignment has been written by any other person, except
to the extent of collaboration and/or group work as defined in the unit
outline.
4. This assignment has not been recycled, using work substantially the same
as work I have completed previously and which has been counted towards
satisfactory completion of another unit of study credited towards another
qualification, unless the Lecturer-in-Charge has granted prior written
consent to do so.
5. I have made and retained a copy of this original assignment.
Signature of student(s): __Rhian
Pospischil______________________________ Date:__20/03/13__
2
Rhian Pospischil S00117416
Artefact 2- EDFD221: Creating Inclusive, Safe and Supportive schoolsassignment 1 (teaching for social justice)
The below annotations show an understanding of focus areas 4.1
(support student participation) and 4.4 (maintain student safety)
Jackie Dickson
44 River Road
Upper Ferntree Gully, Victoria, 3156
John Davis
101 School Road
Belgrave, Victoria, 3160
19/11/13
Dear Mr. John Davis,
I am writing this letter in response to the written communication I
received informing me that my daughter Whinnie Dickson has been
refused enrolment for 2014 at St. Bartholomew’s Parish Primary School,
based on the grounds that the school cannot adequately cater for her
special needs.
As a concerned parent for the overall wellbeing of my daughter, I am
immensely disappointed with the school’s discriminatory decision, since
Whinnie is essentially being treated differently to other children who do
Rhian Pospischil S00117416
3
not suffer from obesity (Disability Discrimination Act (DDA)). In this way,
firstly I am astounded that a Catholic school where the inherent dignity
of the human person is a core belief has refused entry; and secondly, I
am offended that I have been denied the freedom to select the school I
Every child has the
right to be included
in the mainstream
school system and
feel safe at school
deemed the best for my child’s development (Learning and Teaching
Framework for the Archdiocese of Melbourne (LTFAM), 2009, p. 4;
National Framework for Values Education in Australian Schools
(NFVEAS), 2005, p. 4). Therefore, even though Whinnie experiences
some effects of disability due to her obesity, according to the Disability
Discrimination Act Education Standards (DDAES) (2008) “students with a
disability should be able to enrol in a course or a school just like any
other person” (p. 4).
Although it was mentioned previously by the school that due to
“unjustifiable hardships” the school could not cater adequately for
Whinnie’s physical needs, I believe that my daughter’s needs do not
require any “reasonable adjustments”; instead it is necessary that she
simply receives some extra support and consideration from her peers
and teachers (DDAES, 2008, p. 9). In this way, despite the whole family
taking a proactive approach to improve Whinnie’s obesity, such as
replacing much of her screen viewing time to regular family walks
through the neighbourhood, her condition still causes her to lose her
Knowledge of the
importance of
putting systems in
place to support all
children’s individual
learning, including
those with special
needs
breath frequently and puts considerable strain on her joints and
muscles; therefore, Whinnie would simply require some “special
measures” to be put into place (DDAES, 2008, p. 9). Here, since her
cognitive abilities and social skills are average she would not require an
integration aide; however, due to her reduced motor functions she
would require extra care and consideration in physical education
classes. For example, allowing her to have regular breaks and
sometimes participate in modified activities times would be necessary
(Smith, 2007, p. 57). Furthermore, it would be beneficial for Whinnie if
the classroom teacher could negotiate a stairs buddy for her, to ensure
Evidence of
collaboration with
other teachers to
support the child
physically
throughout learning
experiences
Rhian Pospischil S00117416
4
that she is able to climb up stairs within the school in a safe manner.
Lastly, due to the stress continuous bending puts on her joints and
muscles, allowing Whinnie to sit on a chair when the class is engaging in
tasks on the floor would also be beneficial to her physical well-being.
By incorporating these measures, Whinnie’s “integrity” is being
preserved and protected, as she is being included in all activities and
can be confident that [she] will receive support in the face of any
threats to [her] safety or wellbeing” (NFVEAS, 2005, p. 4; National Safe
Schools Framework (NSSF), 2010, p. 2).
Knowledge of
appropriate
strategies to
support holistic
well-being and
safety at school;
learning
opportunities are
inclusive and
supportive for all
students
Considering St. Bartholomew’s has denied Whinnie the ability to be part
of the school community, it is clear that her right to have “the
opportunity to participate in education on the same basis as students
without a disability” is being neglected (DDAES, 2008, p. 9). In addition,
it is obvious that “the strong interconnections between student safety,
student wellbeing and learning” is not being represented at the school
since Whinnie’s intellectual, emotional and physical interests have not
been of “primary consideration in all decisions” made (NSSF, 2010, p. 2;
Human Rights and Equal Opportunity Commission, 2007, p. 1). In this
way, I am again saddened that a school with a vision signifying the
importance of having a commitment to social justice and the common
Supporting a child
throughout all areas of
development is
essential to ensure
safe and supportive
learning environments
good, is not representing a “safe and supportive” school where “all
members of the school community feel respected and included”
(LTFAM, 2009, p. 4; NSSF, 2010, p. 2).
Similarly, in the act of refusing her enrolment her right to be given a
“fair go” in which “pursue[ing] and protect[ing] the common good
where all people are treated fairly for a just society” is again being
neglected (NFVEAS, 2005, p. 4). In the same way, her right to an
“education [that] should develop each child’s personality, talents and
abilities to the fullest” is not being exercised, since she is essentially
being excluded from this opportunity (UNICEF, #29). Therefore, by
Teaching for social
justice is a primary aim
of Australian schools
Rhian Pospischil S00117416
5
refusing my daughter’s enrolment, the school is failing to build positive
relationships within the school and wider community that will enable
the enhancement of overall student wellbeing and development (NSSF,
2010, p. 7).
Finally, I would like to point out that inclusion, irrespective of individual
differences is not only essential at a school and community level but
also on a federal level. In this way, the Social Inclusion Policy according
to the Commonwealth of Australia (2009) aims to ensure that “every
Australian, wherever and whoever they are, has a chance to develop
themselves and participate fully in community life” (foreword). Thus, by
refusing Whinnie’s enrolment, St. Bartholomew’s Parish Primary School
is not providing an equal opportunity for all children “to benefit from
educational opportunities designed to meet their basic learning needs”
(UNESCO, 2000, p. 26).
I believe that it is very clear that there are various legislative documents
that challenge St. Bartholomew’s decision to refuse the enrolment of
my child Whinnie Dickson. In this way, it is discrimination and a breach
of social inclusion that all (Australian) children, regardless of whether
they experience the effects of a disability, should be denied access to a
school of their choice (DDA, 2005, p. 8). Additionally, since Whinnie’s
obesity merely requires some “special measures” to be put into place, I
can comfortably conclude that the school can in fact cater for her
special needs (DDAES, 2008, p. 9). Finally, since St. Bartholomew’s is a
Catholic primary school, it is important that traditional morals and
values such as protecting the integrity of each individual, as well as
making decisions for the good of all members of society are constantly
practised (LTFAM, 2009, p. 4).
Federal legislation
emphasises that all
Australian’s safety
and well-being must
be supported and
maintained
Rhian Pospischil S00117416
6
On these terms, I would appreciate if the decision for Whinnie Dickson’s
refused enrolment be revised. Please contact me if you desire to discuss
any aspect I have mentioned in this letter.
Yours Sincerely,
Jackie Dickson
Rhian Pospischil S00117416
7
References
Australian Government Department of Education, Employment and
Workplace Relations. (2005). Disability Discrimination Act
Education Standards. [Information Booklet]. Retrieved from
http://www.ddaedustandards.info/
Australian Government Department of Education, Employment and
Workplace Relations. (2010). National Safe Schools Framework.
[Information Booklet]. Retrieved from
http://www.google.com.au/#hl=en&output=search&sclient=psyab&q=National+safe+schhol+framework+pdf&oq=National+safe
+schhol+framework+pdf&gs_l=hp.3...1179.9283.1.9390.34.21.0.
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e92d76565c99&biw=1024&bih=449
Australian Government Department of Education Science and Training.
(2005). National Framework for Values Education in Australian
Schools. [Teacher resource]. Retrieved from
http://www.decd.sa.gov.au/valueseducation/pages/default/200
37/?reFlag=1
Catholic Education Office Archdiocese of Melbourne. (2009). A Learning
and Teaching Framework for the Archdiocese of Melbourne.
[Teacher resource]. Retrieved from
http://www.ceomelb.catholic.edu.au/uploadedFiles/CEOMFramework-20pp.pdf
Commonwealth of Australia. (2007). The Australian Public Service Social
Inclusion policy design and delivery toolkit. [Information
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esign+and+delivery+toolkit&oq=The+Australian+Public+Service+
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bih=449
Human Rights and Equal Opportunity Commission. (2007). Australia’s
commitment to children’s rights and reporting to the UN.
Rhian Pospischil S00117416
8
[Factsheet]. Retrieved from
http://www.humanrights.gov.au/human_rights/children/aus_co
mmitment_to_children_rights.html
Office of Legislative Drafting and Publishing. (2005). Disability
Discrimination Act. [Act]. Retrieved from
http://www.google.com.au/#hl=en&output=search&sclient=psyab&q=disabiity+discrimination+act+pdf&oq=disabiity+discrimina
tion+act+pdf&gs_l=hp.3..0i13l10.4223.13541.1.13623.32.27.0.0.
0.2.902.14170.38j1j9j7.25.0...0.0...1c.1.7.hp.vYuyQLC8zOw&psj=1&bav=on.2,or.r
_qf.&bvm=bv.44011176,d.dGY&fp=ee7be92d76565c99&biw=10
24&bih=449
Smith, A. (2007). Physical Education and Sport Pedagogy. The inclusion
of pupils with special educational needs in secondary school
physical education, 9(1), 37-54. Retrieved from
http://www.tandfonline.com.ezproxy1.acu.edu.au/doi/abs/10.1
080/1740898042000208115
UNICEF. (n.d.). A Summary of the Rights Under the Convention on the
Rights of the Child. [Factsheet]. Retrieved from
http://www.unicef.org/crc/files/Rights_overview.pdf