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Exam (elaborations) IFP3701 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 28 June 2024 • Course • Inclusive education in Foundation Phase (IFP3701) • Institution • University Of South Africa (Unisa) • Book Inclusive Education IFP3701 Assignment 2 (COMPLETE AR50,55
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Exam (elaborations) IFP3701 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 28 June 2024 • Course • Inclusive education in Foundation Phase (IFP3701) • Institution • University Of South Africa (Unisa) • Book Inclusive Education IFP3701 Assignment 2 (COMPLETE A
Exam (elaborations)
IFP3701 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 28 June 2024
• Course
• Inclusive education in Foundation Phase (IFP3701)
• Institution
• University Of South Africa (Unisa)
• Book
Inclusive Education
IFP3701 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 28 June...
IFP3701
Assignment 2
(COMPLETE
ANSWERS)
2024 - DUE 28
June 2024
, • Inclusive education in
Foundation Phase (IFP3701)
tabbymwesh59@gmail.com
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, Exam (elaborations)
IFP3701 Assignment 2 (COMPLETE ANSWERS) 2024 -
DUE 28 June 2024
Course
Inclusive education in Foundation Phase (IFP3701)
Institution
University Of South Africa (Unisa)
Book
Inclusive Education
IFP3701 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 28 June 2024;
100% TRUSTED workings, explanations and solutions. .......
Read the following excerpt of the UNICEF report. Thereafter, read the case
study and answer the questions that follow: ARTICLE: Inclusive schools pave
the way for inclusive societies. Children’s right to inclusive, quality education
remains a challenge for children globally: Maida Pasic, UNICEF Regional
Adviser on Education for Europe and Central Asia (12 February 2024)
UNICEF REPORT Children’s right to inclusive, quality education remains a
challenge for children globally. This is especially true for the nearly 11 million
children with disabilities living in 55 countries and territories in Europe and
Central Asia. UNICEF’s rece n t rep ort presents data from nine countries
across the region and outlines the challenges children with disabilities face in
accessing development and learning opportunities1. Data from four counties
and territories in the Western Balkans including Kosovo2, Montenegro, North
Macedonia and Serbia, find that children with disabilities face discrimination
and exclusion in their homes, schools and communities, at all stages of
childhood. In their early years, children with disabilities are less likely to be
played with at home than children without disabilities, meaning they are less
likely to receive adequate early stimulation and responsive care. In Kosovo,
only 1 in 10 children with disabilities has access to books at home.
Stigmatisation, discrimination and neglect continue into school years. Children
with disabilities are more likely to be out of school than children without
disabilities. At primary school level, Montenegro and North Macedonia have
the highest rates of out- of-school children with disabilities. Kosovo has the
second highest rate among nine countries with available data at the upper-
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