HED4810
Assignment 3
Unique No: 648004
Due 10 September 2025
,HED4810
Assignment 3: 648004
DUE 10 September 2025
Table of Contents
1. Question 1: Rights-Based Epistemology ..................................................................... 2
2. Question 2: Article – Promoting Inclusion Through Education for All .......................... 4
2.1 Definition of Education for All ................................................................................. 4
2.2 How Inclusive Education Responds to the EFA Framework (Policy and Practice) 5
2.3 Recommendations for Effective Implementation of the EFA Framework in Schools
and Classrooms ........................................................................................................... 5
2.4 300-Word Essay: Practical Suggestions for Teacher Collaboration in EFA
Implementation ............................................................................................................ 7
3.0 Question 3: Social Constructivism in Inclusive Education ......................................... 9
4.0 Question 4: Bronfenbrenner’s Ecological Systems Theory in Inclusive Education .. 11
References .................................................................................................................... 13
, 1. Question 1: Rights-Based Epistemology
The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD,
2006) establishes a rights-based framework that reconceptualizes persons with
disabilities as active rights holders rather than passive recipients of charity or medical
intervention. Central principles include inherent dignity, non-discrimination, full and
effective participation, equality of opportunity, and accessibility. These values are
particularly significant for education, especially within Article 24, which explicitly
mandates the development of inclusive education systems at all levels to ensure the full
realization of human potential.
Operationalizing a rights-based epistemology in inclusive classrooms requires
embedding these principles into daily teaching practices. Education is thus positioned
as a fundamental human right, moving beyond deficit-based models towards systemic
support that fosters empowerment and equity for all learners, including those with
disabilities.
Three practical applications illustrate this approach:
• Promoting Accessibility and Non-Discrimination
To uphold accessibility, I would ensure both physical and instructional inclusivity
through ramps, adjustable desks, and assistive technologies such as screen
readers. Teaching materials would be provided in multiple formats (e.g., braille,
audio, large print) to dismantle participation barriers. This directly reflects the
UNCRPD’s accessibility principle while safeguarding against discrimination in
group learning activities.
• Fostering Full Participation and Inclusion
I would develop Individualized Education Plans (IEPs) collaboratively with
learners, parents, and support teams. This approach respects dignity and
participation by ensuring learner agency in shaping classroom practices. For
example, co-creating classroom rules allows learners with disabilities to
contribute their perspectives, reinforcing informed consent and shared
responsibility.
Assignment 3
Unique No: 648004
Due 10 September 2025
,HED4810
Assignment 3: 648004
DUE 10 September 2025
Table of Contents
1. Question 1: Rights-Based Epistemology ..................................................................... 2
2. Question 2: Article – Promoting Inclusion Through Education for All .......................... 4
2.1 Definition of Education for All ................................................................................. 4
2.2 How Inclusive Education Responds to the EFA Framework (Policy and Practice) 5
2.3 Recommendations for Effective Implementation of the EFA Framework in Schools
and Classrooms ........................................................................................................... 5
2.4 300-Word Essay: Practical Suggestions for Teacher Collaboration in EFA
Implementation ............................................................................................................ 7
3.0 Question 3: Social Constructivism in Inclusive Education ......................................... 9
4.0 Question 4: Bronfenbrenner’s Ecological Systems Theory in Inclusive Education .. 11
References .................................................................................................................... 13
, 1. Question 1: Rights-Based Epistemology
The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD,
2006) establishes a rights-based framework that reconceptualizes persons with
disabilities as active rights holders rather than passive recipients of charity or medical
intervention. Central principles include inherent dignity, non-discrimination, full and
effective participation, equality of opportunity, and accessibility. These values are
particularly significant for education, especially within Article 24, which explicitly
mandates the development of inclusive education systems at all levels to ensure the full
realization of human potential.
Operationalizing a rights-based epistemology in inclusive classrooms requires
embedding these principles into daily teaching practices. Education is thus positioned
as a fundamental human right, moving beyond deficit-based models towards systemic
support that fosters empowerment and equity for all learners, including those with
disabilities.
Three practical applications illustrate this approach:
• Promoting Accessibility and Non-Discrimination
To uphold accessibility, I would ensure both physical and instructional inclusivity
through ramps, adjustable desks, and assistive technologies such as screen
readers. Teaching materials would be provided in multiple formats (e.g., braille,
audio, large print) to dismantle participation barriers. This directly reflects the
UNCRPD’s accessibility principle while safeguarding against discrimination in
group learning activities.
• Fostering Full Participation and Inclusion
I would develop Individualized Education Plans (IEPs) collaboratively with
learners, parents, and support teams. This approach respects dignity and
participation by ensuring learner agency in shaping classroom practices. For
example, co-creating classroom rules allows learners with disabilities to
contribute their perspectives, reinforcing informed consent and shared
responsibility.
