EDS4803
ASSIGNMENT 3 2025
UNIQUE NO. 711507
DUE DATE: 30 SEPTEMBER 2025
, Effective strategies for inclusion
Question One: Reasonable Accommodations
Article 24 of the United Nations Convention on the Rights of Persons with
Disabilities (UNCRPD, 2007) requires governments and institutions to ensure that
persons with disabilities have equal access to inclusive education. A central concept in
achieving this is reasonable accommodations, defined as necessary and appropriate
modifications that do not impose a disproportionate burden, ensuring learners with
disabilities can access and participate fully in education.
Reasonable accommodations include measures such as accessible learning materials,
provision of assistive technologies, flexible assessments, extended time during
examinations, and physical adaptations to learning spaces (Department of Education,
2001). These adjustments move beyond a “one-size-fits-all” approach, recognising
diversity in learners’ needs.
If all stakeholders including educators, administrators, policymakers, and families —
committed to implementing accommodations, learners with disabilities would experience
significant benefits. First, academic outcomes would improve, as barriers to learning
would be reduced. Second, social inclusion would be enhanced, allowing students to
participate meaningfully with peers. Third, students would develop stronger self-esteem
and confidence in their abilities (Smale-Jacobse et al., 2019). Moreover, an inclusive
culture would be cultivated in higher education, promoting equity and preparing all
learners for diverse workplaces.
Thus, reasonable accommodations are not merely add-ons but fundamental to ensuring
the right to inclusive, quality education for all.
ASSIGNMENT 3 2025
UNIQUE NO. 711507
DUE DATE: 30 SEPTEMBER 2025
, Effective strategies for inclusion
Question One: Reasonable Accommodations
Article 24 of the United Nations Convention on the Rights of Persons with
Disabilities (UNCRPD, 2007) requires governments and institutions to ensure that
persons with disabilities have equal access to inclusive education. A central concept in
achieving this is reasonable accommodations, defined as necessary and appropriate
modifications that do not impose a disproportionate burden, ensuring learners with
disabilities can access and participate fully in education.
Reasonable accommodations include measures such as accessible learning materials,
provision of assistive technologies, flexible assessments, extended time during
examinations, and physical adaptations to learning spaces (Department of Education,
2001). These adjustments move beyond a “one-size-fits-all” approach, recognising
diversity in learners’ needs.
If all stakeholders including educators, administrators, policymakers, and families —
committed to implementing accommodations, learners with disabilities would experience
significant benefits. First, academic outcomes would improve, as barriers to learning
would be reduced. Second, social inclusion would be enhanced, allowing students to
participate meaningfully with peers. Third, students would develop stronger self-esteem
and confidence in their abilities (Smale-Jacobse et al., 2019). Moreover, an inclusive
culture would be cultivated in higher education, promoting equity and preparing all
learners for diverse workplaces.
Thus, reasonable accommodations are not merely add-ons but fundamental to ensuring
the right to inclusive, quality education for all.
