HED4810 ASSIGNMENT 3 2025 *COMPLETE ANSWERS* DUE DATE 10 SEPTEMBER 2025 (BEST ANSWERS FOR THIS ASSIGNMENT)

INTRODUCTION Inclusive education represents more than a pedagogical adjustment; it is a profound philosophical and moral commitment to ensuring that every learner, regardless of ability, socio-economic status, or background, is provided with equitable opportunities to thrive within the schooling system. Central to this commitment is the adoption of a rights-based epistemology, which frames education not as a privilege, but as an inalienable human right. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) provides a binding international framework through which states are held accountable for dismantling barriers and creating inclusive systems of education. In South Africa, the imperatives of the UNCRPD align with constitutional guarantees, particularly Section 29 of the Constitution of the Republic of South Africa (1996), which affirms the right to basic education. Additionally, Education White Paper 6 (2001) places emphasis on building an inclusive education and training system that dismantles historical legacies of exclusion. Thus, the rights-based approach to inclusive education is both globally endorsed and locally entrenched in national policy frameworks, making it a non- negotiable imperative for all educators. QUESTION 1 RIGHTS-BASED EPISTEMOLOGY HUMAN RIGHTS PRINCIPLES IN THE UNCRPD (2006) The UNCRPD (2006) codifies several principles that are critical to the transformation of education systems into inclusive environments. The principle of inherent dignity and respect for difference requires educators to treat learners with disabilities not as passive beneficiaries of charity, but as rights-holders with equal worth. The principle of non-discrimination mandates that barriers—whether attitudinal, infrastructural,