EDS4803
Assignment 2
Unique No: 686897
Due 25 July 2025
, Assignment 02
Unique no. 686897
Due date 25 July 2025
Table of Contents
Question 1: ............................................................................................................................ 2
Question 2: ............................................................................................................................ 3
Question 3: ............................................................................................................................ 4
Question 4 ............................................................................................................................. 6
List of References .................................................................................................................. 8
, Question 1:
“Several educational approaches have been developed to support learners with
disabilities.” Critically discuss this statement, with specific reference to the
Rights-Based Approach.
[10 Marks]
Over the years, various educational approaches have been developed to accommodate
and support learners with disabilities. Among these, the Rights-Based Approach has
gained prominence for its emphasis on equity, dignity, and inclusion. This approach is
underpinned by the belief that every child, regardless of ability, has a fundamental right
to quality education within the general education system.
The Rights-Based Approach contrasts with deficit or charity models that viewed learners
with disabilities as objects of sympathy. Instead, it aligns with international declarations
such as the Salamanca Statement (UNESCO, 1994), which advocates for inclusive
education systems that respect the diversity of learners and uphold their rights to
participate fully in society. According to this framework, inclusion is not a favour, but a
human right.
In the South African context, Education White Paper 6 (DoE, 2001) serves as a national
commitment to this inclusive vision. It acknowledges the historical exclusion of learners
with disabilities and promotes a shift from segregation to full inclusion in mainstream
schools. This policy encourages the development of support structures within ordinary
schools to meet the diverse learning needs of all students, rather than isolating learners
in special schools.
From a critical perspective, however, the Rights-Based Approach faces implementation
challenges. While policy frameworks are well-established, many schools still lack the
resources, teacher training, and infrastructure needed to make inclusion a reality. In
rural and under-resourced areas, the approach risks becoming more aspirational than
practical unless systemic barriers are addressed.
The Rights-Based Approach demands a paradigm shift in teacher attitudes and
institutional cultures. Teachers must adopt learner-centred, flexible strategies that
Assignment 2
Unique No: 686897
Due 25 July 2025
, Assignment 02
Unique no. 686897
Due date 25 July 2025
Table of Contents
Question 1: ............................................................................................................................ 2
Question 2: ............................................................................................................................ 3
Question 3: ............................................................................................................................ 4
Question 4 ............................................................................................................................. 6
List of References .................................................................................................................. 8
, Question 1:
“Several educational approaches have been developed to support learners with
disabilities.” Critically discuss this statement, with specific reference to the
Rights-Based Approach.
[10 Marks]
Over the years, various educational approaches have been developed to accommodate
and support learners with disabilities. Among these, the Rights-Based Approach has
gained prominence for its emphasis on equity, dignity, and inclusion. This approach is
underpinned by the belief that every child, regardless of ability, has a fundamental right
to quality education within the general education system.
The Rights-Based Approach contrasts with deficit or charity models that viewed learners
with disabilities as objects of sympathy. Instead, it aligns with international declarations
such as the Salamanca Statement (UNESCO, 1994), which advocates for inclusive
education systems that respect the diversity of learners and uphold their rights to
participate fully in society. According to this framework, inclusion is not a favour, but a
human right.
In the South African context, Education White Paper 6 (DoE, 2001) serves as a national
commitment to this inclusive vision. It acknowledges the historical exclusion of learners
with disabilities and promotes a shift from segregation to full inclusion in mainstream
schools. This policy encourages the development of support structures within ordinary
schools to meet the diverse learning needs of all students, rather than isolating learners
in special schools.
From a critical perspective, however, the Rights-Based Approach faces implementation
challenges. While policy frameworks are well-established, many schools still lack the
resources, teacher training, and infrastructure needed to make inclusion a reality. In
rural and under-resourced areas, the approach risks becoming more aspirational than
practical unless systemic barriers are addressed.
The Rights-Based Approach demands a paradigm shift in teacher attitudes and
institutional cultures. Teachers must adopt learner-centred, flexible strategies that
