HED4810
ASSIGNMENT 3 2025
DUE: 10 SEPTEMBER 2025 (MEMO)
, HED4810 ASSIGNMENT 3 2025
SEMESTER 2 2025
DUE SEPTEMBER 2025
7. Assignment 03: Apply inclusive education in different epistemologies and
Paradigms Instructions:
Question 1: 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: Rights-Based, Social Constructivist, and Ecological
Approaches
Inclusive education is underpinned by international human rights law and learning
theories that emphasize equity, participation, and support for all learners. In particular,
the UN Convention on the Rights of Persons with Disabilities (CRPD, 2006) enshrines
principles such as non-discrimination, full participation, equality of opportunity, and
accessibility in education. UNESCO’s Global Education Monitoring Report notes that
Article 24 of the CRPD explicitly recognizes the right of persons with disabilities to
inclusive education. A rights-based epistemology in the classroom means translating
these principles into practice. In what follows, we discuss three practical ways teachers
ASSIGNMENT 3 2025
DUE: 10 SEPTEMBER 2025 (MEMO)
, HED4810 ASSIGNMENT 3 2025
SEMESTER 2 2025
DUE SEPTEMBER 2025
7. Assignment 03: Apply inclusive education in different epistemologies and
Paradigms Instructions:
Question 1: 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: Rights-Based, Social Constructivist, and Ecological
Approaches
Inclusive education is underpinned by international human rights law and learning
theories that emphasize equity, participation, and support for all learners. In particular,
the UN Convention on the Rights of Persons with Disabilities (CRPD, 2006) enshrines
principles such as non-discrimination, full participation, equality of opportunity, and
accessibility in education. UNESCO’s Global Education Monitoring Report notes that
Article 24 of the CRPD explicitly recognizes the right of persons with disabilities to
inclusive education. A rights-based epistemology in the classroom means translating
these principles into practice. In what follows, we discuss three practical ways teachers
