Name: Amanda Mfusi
Student no: 67529283
Module code: DPP1501
Unique code: 770960
Assignment 02
1
,Content
Inclusive education (matching) ……………………………………………………. 3
Tips for teachers to promote human rights ………………………………………. 3
Aspects of human rights, international policies and disability movements …… 3-4
Inclusive school settings
General inclusive assessment strategies ………………………………………… 4-5
Roles and responsibilities of SBST ……………………………………………….. 5
Service provided by full-service schools …………………………………………. 5-6
Role of special schools as resources centres …………………………………… 6
References ………………………………………………………………………….. 7
2
, Question 1
Inclusive education (matching)
1.1.1 UN Convention
1.1.2 Education For All Declaration
1.1.3 Salamanca Statement
1.1.4 CRPD, Article 24
1.1.5 White paper 6
1.1.6 The Dakar Framework of Action
1.1.7 CPRD, Article 23
Tips for teachers to promote human rights
1.2 (1) Recognise and acknowledge that learners are unique and therefore their
style of learning cannot be same.
(2) Respect the abilities, learning styles and interests of their learners
(3) Design learning activities that accommodate the diverse needs of all
learners in the classroom.
(4) Ensure that classroom policies and practice promote diversity and are
within the confines of human rights.
(5) The whole school culture should uphold inclusive cultures which advances
the rights of all learners at school.
Aspects of human rights, international policies and disability movements
1.3.1 The normalisation movement is one of the driving forces that establishes
policies such as social and education which demands that children who need special
services are not excluded from life experiences especially education. The ,main
principle that normalisation focuses on the characteristics and interest between
children and not the different abilities that they have and it also suggests the
education system should be the same and that they should all have the right to equal
access to participation in society.
1.3.2 According to the UN Convention of the rights of children, article 2 (1989) “State
parties shall respect and ensure the rights set forth in the present convention to each
child within their jurisdiction without discrimination of any kind, irrespective of the
child’s or his or her partners or legal guardians race, colour, sex, language, religion,
political or other opinion, national ethnic or social origin, property, disability, birth or
other status.
1.3.3 The Salamanca statement argues that schools that have inclusive orientation
are the ones that have the most effective means of struggling with discrimination,
creating welcoming communities, building a society that is inclusive, and achieve
education for all. Its assumptions are:
Leaners come to school with diverse needs and abilities and it is the
education system responsibility to be responsive to all learners.
3
Student no: 67529283
Module code: DPP1501
Unique code: 770960
Assignment 02
1
,Content
Inclusive education (matching) ……………………………………………………. 3
Tips for teachers to promote human rights ………………………………………. 3
Aspects of human rights, international policies and disability movements …… 3-4
Inclusive school settings
General inclusive assessment strategies ………………………………………… 4-5
Roles and responsibilities of SBST ……………………………………………….. 5
Service provided by full-service schools …………………………………………. 5-6
Role of special schools as resources centres …………………………………… 6
References ………………………………………………………………………….. 7
2
, Question 1
Inclusive education (matching)
1.1.1 UN Convention
1.1.2 Education For All Declaration
1.1.3 Salamanca Statement
1.1.4 CRPD, Article 24
1.1.5 White paper 6
1.1.6 The Dakar Framework of Action
1.1.7 CPRD, Article 23
Tips for teachers to promote human rights
1.2 (1) Recognise and acknowledge that learners are unique and therefore their
style of learning cannot be same.
(2) Respect the abilities, learning styles and interests of their learners
(3) Design learning activities that accommodate the diverse needs of all
learners in the classroom.
(4) Ensure that classroom policies and practice promote diversity and are
within the confines of human rights.
(5) The whole school culture should uphold inclusive cultures which advances
the rights of all learners at school.
Aspects of human rights, international policies and disability movements
1.3.1 The normalisation movement is one of the driving forces that establishes
policies such as social and education which demands that children who need special
services are not excluded from life experiences especially education. The ,main
principle that normalisation focuses on the characteristics and interest between
children and not the different abilities that they have and it also suggests the
education system should be the same and that they should all have the right to equal
access to participation in society.
1.3.2 According to the UN Convention of the rights of children, article 2 (1989) “State
parties shall respect and ensure the rights set forth in the present convention to each
child within their jurisdiction without discrimination of any kind, irrespective of the
child’s or his or her partners or legal guardians race, colour, sex, language, religion,
political or other opinion, national ethnic or social origin, property, disability, birth or
other status.
1.3.3 The Salamanca statement argues that schools that have inclusive orientation
are the ones that have the most effective means of struggling with discrimination,
creating welcoming communities, building a society that is inclusive, and achieve
education for all. Its assumptions are:
Leaners come to school with diverse needs and abilities and it is the
education system responsibility to be responsive to all learners.
3
