HED4810 Assignment 3 (QUALITY ANSWERS) 2025

This document contains workings, explanations and solutions to the HED4810 Assignment 3 (QUALITY ANSWERS) 2025. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4.. The purpose of Assignment 03 is to examine the barriers to the effective implementation of inclusive education and propose strategies to overcome these barriers. Please read Learning Unit 3 (lessons 9-14) to be able to answer the questions in this assignment. You are, however, not encouraged to copy and paste the contents of your study material. The online course content is meant only to guide you. You must read the recommended readings listed in Tutorial Letter 101 for HED4810. All readings for this module are open access. Your assignment must be presented as follows: • Cover page • Declaration of honesty • Contents page • All the responses to Assignment 03 (the numbering must correspond to that of the questions in this tutorial letter for Assignment 03) • List of references (all cited sources must appear as references in your list) When writing, you can use either the APA, 7th edition, or the Harvard referencing style, but you must be consistent with one referencing style of your choice. The module's learning outcomes are presented in section 4 below, followed by the assessment criteria used in this assignment. Remember that your assessments are guided by the assessment criteria, rather than what appears in your study guide, which is a resource to support your learning. 4. Learning outcomes The successful completion of this module will enable you to do the following: No. Outcomes 1 Actively participate in the current debates on inclusive education in South Africa. 2 Exhibit the skills and knowledge to conceptualise inclusive education in South Africa. 3 Apply inclusive education in different epistemologies and paradigms. 4 Define and describe Inclusive Education from an Afrocentric perspective. 5 Apply Inclusive Education practices in South African Context. ASSIGNMENT 03 HED. Assessment criteria for Assignment 03 Assignment 03 will be assessed according to the following criteria: No. Assessment criteria 1 Use different epistemologies and paradigms to explain inclusive education. 2 Apply social constructivism in IE practices. 3 Apply right-based epistemology to IE practices. 6. Due date for Assignment 03 Number Unique no. Format Percentage Due date Assignment Written (individual) 10% Wednesday, 10 September 2025, 11:00 PM ASSIGNMENT 03 HED. Assignment 03: Apply inclusive education in different epistemologies and paradigms Instructions: Answer all three questions. Follow the assessment rubric. Adhere to the due date. Include additional sources of information. Reference your work by citing the sources you have consulted and indicating them in your reference list. Rights-based Epistemology Discuss the human rights principles contained in the United Nations International Convention on the Rights of Persons with Disabilities (United Nations, 2006) in relation to how you would operationalise the rights-based epistemology in your inclusive classroom by giving three clear, practical examples, supported by three recent references. Inclusive education is based on the global Education for All (EFA) framework. Write an article for publication in your school’s D6 communicator entitled, “Promoting inclusion through education for all,”. Your discussion should include the following. How inclusive education responds to the EFA framework focused on (a) policy and (b) practice using the prescribed readings presented in Study Unit 1 (Lessons 1-4) on your module site. • Your recommendations for the effective implementation of the EFA framework in schools and classrooms. Remember: Your definition should be easy for all role players who use the D6 School Communicator to understand. Include at least five references in your answer. Your definition of Education for All should provide a critical synthesis of the scholarship (literature) on the “inclusive education” articulated in seminal texts, including the implementation of… the Bill of Rights (Chapter 2 of the Constitution of the Republic of South Africa, 1996) White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System, First Steps (Department of Education, 2001). The Salamanca Statement (United Nations, 1994) and Programme of Action.Rights-based Epistemology Discuss the human rights principles contained in the United Nations International Convention on the Rights of Persons with Disabilities (United Nations, 2006) in relation to how you would operationalise the rights-based epistemology in your inclusive classroom by giving three clear, practical examples, supported by three recent references. Inclusive education is based on the global Education for All (EFA) framework. Write an article for publication in your school’s D6 communicator entitled, “Promoting inclusion through education for all,”. Your discussion should include the following. How inclusive education responds to the EFA framework focused on (a) policy and (b) practice using the prescribed readings presented in Study Unit 1 (Lessons 1-4) on your module site. • Your recommendations for the effective implementation of the EFA framework in schools and classrooms. Remember: Your definition should be easy for all role players who use the D6 School Communicator to understand. Include at least five references in your answer. Your definition of Education for All should provide a critical synthesis of the scholarship (literature) on the “inclusive education” articulated in seminal texts, including the implementation of… the Bill of Rights (Chapter 2 of the Constitution of the Republic of South Africa, 1996) White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System, First Steps (Department of Education, 2001). The Salamanca Statement (United Nations, 1994) and Programme of Action. To accommodate the diverse needs of all their learners, teachers need to collaborate with their school-based support teams and district-based support teams to ensure that the EFA framework is implemented. Write a 300-word (one typed page) essay in which you provide ten (10) practical suggestions for how teachers could work more collaboratively to meet the goals of EFA. Remember to find your own additional sources and include them in your reference list. Describe how you will implement the key principles of social constructivism to create an inclusive learning environment for all your learners? Substantiate your answer with three practical examples using three recent references. Describe how you will implement the key principles of social constructivism to create an inclusive learning environment for all your learners? Substantiate your answer with three practical examples using three recent references. Rights-based Epistemology Discuss the human rights principles contained in the United Nations International Convention on the Rights of Persons with Disabilities (United Nations, 2006) in relation to how you would operationalise the rights-based epistemology in your inclusive classroom by giving three clear, practical examples, supported by three recent references. Inclusive education is based on the global Education for All (EFA) framework. Write an article for publication in your school’s D6 communicator entitled, “Promoting inclusion through education for all,”. Your discussion should include the following. 1 Inclusive Education (IE) is defined. The presentation of IE in the current South African (SA) debate is evaluated. 2 IE policies and legislation to advocate for equal opportunities and rights relevant to the inclusive educational needs of learners experiencing barriers to learning are evaluated. 3 Knowledge of IE and the ability to write opinion pieces on IE are demonstrated. 4 IE matters on various platforms are applied. 5 IE policies are reviewed, and inputs for their improvement and enhancement are made. Question 3: Bronfenbrenner’s Theory Watch Teaching For All - Inclusive Education concepts 2 - theories and models: British Council Sub-Saharan Africa Ecological Systems Theory and answer the questions that follow. Describe how teachers could apply systems thinking shaped by Bronfenbrenner’s theory to strengthen the implementation of inclusive education. Include three practical teaching strategies using three recent references. British Council Sub-Saharan Africa Ecological Systems Theory and answer the questions that follow. Describe how teachers could apply systems thinking shaped by Bronfenbrenner’s theory to strengthen the implementation of inclusive education. Include three practical teaching strategies using three recent references.