EDFD 221 Assignment 1

By Carlie FrsisinaS00134728

Letter to the School.

General Information about my Avatar:Name: Zoe BonfadiniAge: 8Cultural Background: Italian/Chinese (Grandparents)Years in Australia: since birthHousing: MortgageHealth: GoodSpecial Need: Central Auditory Processing DisorderSES: MiddleNeighbourhood: PositiveAttention: PoorMemory: PoorLanguage: Ave.Motor functions: Ave.Social cognition: Ave.

Dear St. Josephs Primary School,

My child, Zoe Bonfadini, applied to enroll in your school and was rejected on the basis she has central auditory processing disorder. I believe as her parent, that this is not sufficient ground to refuse my daughter access to education at your school. Just in case you are not aware of the functioning of this disorder I will outline some general understandings in the following paragraphs. I will then state the reasons, founded on litigation, policies and frameworks, as to why you should include my daughter at your school.

It should be noted that Zoe has what is defined as an impairment of the functioning of her brain, which affects the way she processes information. In Australia, this is articulated as a learning difficulty and not a learning disability in the education environment (Foreman, 2011). I believe that the documents which outline policies, statements and laws for people with a disability also apply to my daughter in regards to this case, therefore I have included some in my argument.

Central Auditory Processing Disorder is a disorder that affects the brain processing and/or interpreting speech and sounds (Sensory Processing Disorder Australia). Sufferers are likely to have difficulty discriminating between sounds in words, understand speech within a space that is noisy, or attend to conversations that are highly emotional (Kids Hear: Diagnostic Audiology). The auditory deficits specifically related to this disorder are, sound isolation (the child cannot distinguish between two conversation or sounds at once), temporal processing and the capacity to identify spectral variation in auditory stimuli such as phonemic awareness (Central Auditory Processing Disorders, paragraph 6). This disorder can affect behavior and attention in class, but mostly it will affect the childs learning (Kids Hear: Diagnostic Audiology). Academically the child might struggle with phonemes, reading and spelling, as well as retention and listening to instruction or speech (National Acoustic Laboritories). These issues however, are overcome by minor adjustments to the classroom environment, for example seating arrangements and noise level reduction, and also to the teaching of the content.

The Victorian Essential Learning Standards (VELS) disabilities guidelines (VCAA, 2005) outline the classroom based approach to learning that my child would need when planning and implementing the learning and teaching. The VELS disabilities guidelines also state schools have an obligation to respond to [the challenge of teaching a child with disabilities] by tailoring curriculum and organisational arrangements to cater for different learning needs (p. 6, VCAA, 2005). The Disability Standards for Education (DSE) highlight that taking the appropriate special measures to be able to include a child in regular schooling is not unlawful (Attorney-Generals Department, article 10.5, 2005). In fact under article 4.2, subsection 1; schools must take reasonable action to be able to include all prospective students with disability the same as they would for those without (Attorney-Generals Dept., 2005). This reasonable action can be as simple as those listed in the above paragraph, which is mostly within the classroom and doesnt warrant extra cost financially to the school. If your school were to incur excessive extra cost that you couldnt afford; including government grants, then the case would be able to fit under the exceptions category under the Disability Discrimination Act (Dept. of Education, 1990). The DSE states that clearly in article 10.2 that unjustifiable hardship in accordance with financial detriment or other, would classify as an exception if the provider can demonstrate their predicament to myself or the government, however, any extra financial cost would be minimal to the school and therefore the exception is not applicable here (Attorney-Generals Dept., 2005).

As a Catholic school, I am sure you are aware of the Catholic Social Teaching, it states that solidarity is an important part of its teaching, which endorses rights of all people (Australian Catholic Social Justice Council, 2014). Solidarity also reflects a concept of inclusion in the wider community. Foreman states that inclusion in schools focuses on providing for the necessities of all children in the community without discrimination regardless of abilities or disabilities (2011). An inclusive school welcomes diversity among its students (Foreman, 2011). Article 2 of the Salamanca Statement written at the World Conference on Special Needs Education states:

Regular schools with this inclusive orientation are the most effective means of combatting discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.UNESCO 1994, p. ix

The United Nations Educational, Scientific and Cultural Organisation (UNESCO) also puts forward a clear argument that inclusive thinking can by educational facilities can filter through and have a positive impact on the community (as cited in Foreman, 2011).

One of the guiding principles of the National Framework for Values Education in Australian Schools (Dept. of Education, Science and Training, 2005) is to promote valuing diversity in Australian schools. If the values of the community in which is the context of the school include diversity and education for all, should that not be something your school is demonstrating by including all prospective students without discrimination? Values education is an important part of schooling as it teaches children to value themselves and others; helping the child to understand the community they live in (Lovat, 2011). The nine values of the Australian community outlined in the NFVEAS, include understanding, tolerance and inclusion, which is not being demonstrated by this school (Dept. of Education, Science and Training 2005). Being able to accept and include others is an important part of the students understanding of responsibility within their social context and should be exhibited through the actions of the school and those within the school community (Dept. of Education, Science and Training, 2005).

A key element of the National Safe Schools Framework is a supportive and connected school culture, including promoting pro-social values and expectations for behavior in accordance with these values, for example being non-exclusive towards others, as well as demonstration of support and respect for student diversity and the schools inclusive actions (Dept. of Education, Science and Training, p. 5, 2003). By not accepting my daughter into your school on the basis of her learning needs, you are not adhering to the National Safe Schools framework or the NFVEAS in regards to inclusion and the promotion of social wellbeing and values.

I would like to conclude this letter with an important United Nations legislation from the Convention of the Rights of the Child, all children should have access to education that is in a manner conductive to the childs achieving the fullest social integration and individual development (Article 3, subsection 3 (a), 1990). I believe my child can achieve this goal by attending your school and should not be subject to discrimination in any way on the basis of her impairment to not be allowed this right.

Yours Sincerely,

Ms. Bonfadini.

Reference List:

Attorney-Generals Department. (2005). Disability Standards for Education (F2005L00767). Accessed on 15 March 2014. Retrieved from http://www.comlaw.gov.au/Details/F2005L00767

Department of Education. (1992). Disability Discrimination Act: Education Standards (Booklet). Retrieved from http://www.ddaedustandards.info/UB_DDA_Booklet_webA4.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. Retrieved from http://www.valueseducation.edu.au/values/val_national_framework_for_values_education,8757.html19

Department of Education, Science and Training. (2003). National safe schools framework. Prepared by the Student Learning and Support Services Taskforce Canberra. Retrieved from http://education.gov.au/national-safe-schools-framework-0

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

Kids Hear: Diagnostic Audiology. (n.d.). Central Auditory Processing Disorder. Accessed on 17 March 2014. Accessed via http://kidshear.com.au/central-auditory-processing-disorder/

Lovat. T. (2010). Synergies and Balance between Values Education and Quality Teaching. Educational Philosophy and Theory. 42(4), pp. 489 900.

National Acoustic Laboritories. (n.d.). What is CAPD? Accessed on 17th March 2014. Retrieved via http://capd.nal.gov.au/capd-what-is-capd.shtml

United Nations Educational, Scientific and Cultural Organisation. (1994). Salamanca Statement and Framework for Action on Special Needs Education.

Sensory Processing Disorder Australia. (2010). The Auditory System. Accessed on 17 March 2014. Accessed via http://www.spdaustralia.com.au/the-auditory-system-2/

Social Teaching: Australian Catholic Social Justice Council. (2014). Accessed on 16 March 2014. Accessed via http://www.socialjustice.catholic.org.au/social-teaching

United Nations. (2006). Convention on the Rights of Persons with Disabilities. Accessed on 17 March 2014. Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml

United Nations Human Rights of the Child. (1990). Convention on the Rights of the Child. Retrieved from http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx

Victorian Curriculum and Assessment Authority (VCAA). (2005). Students with Disabilities Guidelines. Victorian Essential Learning Standards.

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Carlie Frisina S00134728 EDFD 221 ass1