, EDS4802
ASSIGNMENT 4 2026
DUE 30 SEPTEMBER 2026
QUESTION 1: EXPLANATION OF KEY CONCEPTS
1.1 Augmentative and Alternative Communication
Augmentative and Alternative Communication (AAC) refers to any communication strategy
designed for individuals who experience significant difficulties with speech, involving methods that
either assist or replace spoken language to maximise effective communication (Queensland Health,
2024). AAC systems are typically categorised as unaided, which rely on the person's own body such
as gestures and facial expressions, or aided, which require external tools ranging from simple
communication books to sophisticated speech-generating devices (NHS Scotland, 2024). The
development of an effective AAC system is a collaborative, client-centred process involving speech
pathologists, occupational therapists, and other professionals, with the goal of supporting rather
than replacing natural speech (Alberta Health Services, 2024).
1.2 Human Rights Model of Disability
The Human Rights Model of Disability positions disability as a natural part of human diversity and
emphasises that all individuals are entitled to freedom, dignity, and full participation in society
regardless of impairment (Disability Gateway, 2024). This model emerged from disability rights
movements and was formalised through the United Nations Convention on the Rights of Persons
with Disabilities (CRPD) adopted in 2006, which recognises that disability results from the
interaction between persons with impairments and attitudinal and environmental barriers that
hinder their full and effective participation in society on an equal basis with others (Ionita, 2026).
The human rights model builds upon the social model by centring persons with disabilities as
autonomous rights-holders entitled to legal protections and the support they require to enable
equitable access (International Organization for Migration, 2026).
1.3 Occupational therapists
Occupational therapists are healthcare professionals who work with patients experiencing mental,
physical, developmental, or emotional conditions to help them develop, recover, or maintain the
skills needed for daily living and working (Mayo Clinic, 2026). Their primary goal is to empower
patients to engage in meaningful activities and achieve optimal independence in their daily lives,
addressing not only immediate needs but also long-term goals that bring purpose and meaning
(Devon Partnership NHS, 2026). Occupational therapists employ everyday activities of varying
difficulty, such as self-care tasks, work activities, and recreational pursuits, to build up the abilities
and skills clients need to eventually execute daily tasks independently (Free State Department of
Health, 2024).
, 1.4 Curriculum differentiation
Curriculum differentiation is a key strategy for responding to the needs of learners with diverse
learning styles and abilities, involving processes of modifying, changing, adapting, extending, and
varying teaching methodologies, strategies, assessment approaches, and curriculum content
(Included, 2019). This approach takes into account learners' ability levels, interests, and
backgrounds, and can be implemented at the level of content, teaching methodologies, assessment,
and learning environment (Booysen, 2020). The curriculum differentiation ladder provides a
structured framework allowing teachers to provide support according to individual needs and
gradually remove it as learners progress, ranging from doing the same activity as peers to practical
functional activities with assistance (Booysen, 2020).
1.5 Universal Design for Learning
Universal Design for Learning (UDL) is an educational framework designed to improve and optimise
teaching and learning for all people based on scientific insights into how humans learn, with the
goal of building learner agency that is purposeful, resourceful, and strategic (CAST, 2024). UDL
provides a blueprint for designing goals, methods, materials, and assessments to reach all students
including those with various needs, calling for varied and flexible ways to present information, plan
and execute learning tasks, and engage learners (LINCS, 2026). The framework is organised into
three key principles: multiple means of engagement, multiple means of representation, and
multiple means of action and expression, which together reduce barriers and increase access to
learning opportunities for all students (University of South Carolina, 2025).
QUESTION 2: ACCESSIBILITY UNDER ARTICLE 9 OF THE CRPD
2.1 Concept and significance of accessibility under Article 9 of the CRPD
Article 9 of the Convention on the Rights of Persons with Disabilities (CRPD) establishes accessibility
as both a general principle and a specific right, requiring States Parties to take appropriate
measures to ensure that persons with disabilities have access to the physical environment,
transportation, information and communications technologies, and other facilities and services
open or provided to the public (United Nations, 2014). The CRPD stresses that persons with
disabilities should be able to live independently and participate fully in all aspects of life, and to this
end, States Parties must identify and eliminate barriers to accessibility in buildings, roads,
transportation, and other indoor and outdoor facilities including schools, housing, medical facilities,
and workplaces (United Nations, 2014). Accessibility is not limited to physical access, even though
that remains a core issue; it also refers to access to information, information and communications
technologies, and economic and social life, making it a continuum in which all areas of life are
interdependent (United Nations, 2014).
ASSIGNMENT 4 2026
DUE 30 SEPTEMBER 2026
QUESTION 1: EXPLANATION OF KEY CONCEPTS
1.1 Augmentative and Alternative Communication
Augmentative and Alternative Communication (AAC) refers to any communication strategy
designed for individuals who experience significant difficulties with speech, involving methods that
either assist or replace spoken language to maximise effective communication (Queensland Health,
2024). AAC systems are typically categorised as unaided, which rely on the person's own body such
as gestures and facial expressions, or aided, which require external tools ranging from simple
communication books to sophisticated speech-generating devices (NHS Scotland, 2024). The
development of an effective AAC system is a collaborative, client-centred process involving speech
pathologists, occupational therapists, and other professionals, with the goal of supporting rather
than replacing natural speech (Alberta Health Services, 2024).
1.2 Human Rights Model of Disability
The Human Rights Model of Disability positions disability as a natural part of human diversity and
emphasises that all individuals are entitled to freedom, dignity, and full participation in society
regardless of impairment (Disability Gateway, 2024). This model emerged from disability rights
movements and was formalised through the United Nations Convention on the Rights of Persons
with Disabilities (CRPD) adopted in 2006, which recognises that disability results from the
interaction between persons with impairments and attitudinal and environmental barriers that
hinder their full and effective participation in society on an equal basis with others (Ionita, 2026).
The human rights model builds upon the social model by centring persons with disabilities as
autonomous rights-holders entitled to legal protections and the support they require to enable
equitable access (International Organization for Migration, 2026).
1.3 Occupational therapists
Occupational therapists are healthcare professionals who work with patients experiencing mental,
physical, developmental, or emotional conditions to help them develop, recover, or maintain the
skills needed for daily living and working (Mayo Clinic, 2026). Their primary goal is to empower
patients to engage in meaningful activities and achieve optimal independence in their daily lives,
addressing not only immediate needs but also long-term goals that bring purpose and meaning
(Devon Partnership NHS, 2026). Occupational therapists employ everyday activities of varying
difficulty, such as self-care tasks, work activities, and recreational pursuits, to build up the abilities
and skills clients need to eventually execute daily tasks independently (Free State Department of
Health, 2024).
, 1.4 Curriculum differentiation
Curriculum differentiation is a key strategy for responding to the needs of learners with diverse
learning styles and abilities, involving processes of modifying, changing, adapting, extending, and
varying teaching methodologies, strategies, assessment approaches, and curriculum content
(Included, 2019). This approach takes into account learners' ability levels, interests, and
backgrounds, and can be implemented at the level of content, teaching methodologies, assessment,
and learning environment (Booysen, 2020). The curriculum differentiation ladder provides a
structured framework allowing teachers to provide support according to individual needs and
gradually remove it as learners progress, ranging from doing the same activity as peers to practical
functional activities with assistance (Booysen, 2020).
1.5 Universal Design for Learning
Universal Design for Learning (UDL) is an educational framework designed to improve and optimise
teaching and learning for all people based on scientific insights into how humans learn, with the
goal of building learner agency that is purposeful, resourceful, and strategic (CAST, 2024). UDL
provides a blueprint for designing goals, methods, materials, and assessments to reach all students
including those with various needs, calling for varied and flexible ways to present information, plan
and execute learning tasks, and engage learners (LINCS, 2026). The framework is organised into
three key principles: multiple means of engagement, multiple means of representation, and
multiple means of action and expression, which together reduce barriers and increase access to
learning opportunities for all students (University of South Carolina, 2025).
QUESTION 2: ACCESSIBILITY UNDER ARTICLE 9 OF THE CRPD
2.1 Concept and significance of accessibility under Article 9 of the CRPD
Article 9 of the Convention on the Rights of Persons with Disabilities (CRPD) establishes accessibility
as both a general principle and a specific right, requiring States Parties to take appropriate
measures to ensure that persons with disabilities have access to the physical environment,
transportation, information and communications technologies, and other facilities and services
open or provided to the public (United Nations, 2014). The CRPD stresses that persons with
disabilities should be able to live independently and participate fully in all aspects of life, and to this
end, States Parties must identify and eliminate barriers to accessibility in buildings, roads,
transportation, and other indoor and outdoor facilities including schools, housing, medical facilities,
and workplaces (United Nations, 2014). Accessibility is not limited to physical access, even though
that remains a core issue; it also refers to access to information, information and communications
technologies, and economic and social life, making it a continuum in which all areas of life are
interdependent (United Nations, 2014).
