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HED4810 ASSIGNMENT 3 2024Unique Number: 871341
DUE DATE: 5 September
2024
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Question 1
Rights-based Epistemology in an Inclusive Classroom
The Rights-based Epistemology is a philosophical approach that grounds its principles in
the universal rights of individuals. This epistemology is particularly relevant in inclusive
education, where the rights of learners with disabilities must be upheld to ensure their full
participation in educational settings. The United Nations International Convention on the
Rights of Persons with Disabilities (CRPD), adopted in 2006, lays the foundation for this
approach, emphasizing the right to education for all learners, including those with
disabilities. In an inclusive classroom, operationalizing this rights-based approach
requires a commitment to creating an environment that respects, protects, and fulfills
these rights.
Human Rights Principles in the CRPD
The CRPD outlines several human rights principles that are critical to inclusive education.
Among these principles are:
Non-discrimination: This principle emphasizes that all individuals, regardless of their
abilities, should have equal access to education without any form of discrimination. In an
inclusive classroom, this principle is operationalized by ensuring that all learners,
including those with disabilities, have access to the same educational opportunities. For
example, a teacher might provide adapted learning materials, such as Braille textbooks
or audio recordings, for visually impaired learners to ensure they can access the
curriculum like their peers.
Full and effective participation and inclusion in society: The CRPD advocates for the
full inclusion of individuals with disabilities in all aspects of life, including education. In
practice, this means creating an inclusive classroom environment where all learners feel
valued and can participate actively.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
, 0688120934
Question 1
Rights-based Epistemology in an Inclusive Classroom
The Rights-based Epistemology is a philosophical approach that grounds its principles in
the universal rights of individuals. This epistemology is particularly relevant in inclusive
education, where the rights of learners with disabilities must be upheld to ensure their full
participation in educational settings. The United Nations International Convention on the
Rights of Persons with Disabilities (CRPD), adopted in 2006, lays the foundation for this
approach, emphasizing the right to education for all learners, including those with
disabilities. In an inclusive classroom, operationalizing this rights-based approach
requires a commitment to creating an environment that respects, protects, and fulfills
these rights.
Human Rights Principles in the CRPD
The CRPD outlines several human rights principles that are critical to inclusive education.
Among these principles are:
1. Non-discrimination: This principle emphasizes that all individuals, regardless of
their abilities, should have equal access to education without any form of
discrimination. In an inclusive classroom, this principle is operationalized by
ensuring that all learners, including those with disabilities, have access to the same
educational opportunities. For example, a teacher might provide adapted learning
materials, such as Braille textbooks or audio recordings, for visually impaired
learners to ensure they can access the curriculum like their peers.
2. Full and effective participation and inclusion in society: The CRPD advocates
for the full inclusion of individuals with disabilities in all aspects of life, including
education. In practice, this means creating an inclusive classroom environment
where all learners feel valued and can participate actively. For instance, group
activities can be designed in such a way that every learner, regardless of their
abilities, can contribute meaningfully. A teacher might use differentiated instruction
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
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