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 can embody CRPD principles in everyday teaching,
drawing on recent research and guidelines.
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 can embody CRPD principles in everyday teaching,
drawing on recent research and guidelines.
