CONTENTS
General introduction to the assignment
1.1 Complete the following table
1.2 Explain five tips for teachers to promote human rights in inclusive education settings
1.3 Discuss the following aspects of human rights, international policies and disability movements to demonstrate how
they had an influence on the evolution and development of South Africa’s national inclusion policies
1.3.1 Normalisation movement
1.3.2 The UN Convention on the Rights of the Child, Article 2
1.3.3 Salamanca Statement (UNESCO, 1994), and its assumptions about inclusive education
2.1 Discuss how learners, who experience barriers to learning, can be accommodated in mainstream inclusive school
settings, with special
reference to the following
2.1.1 General inclusive assessment strategies
2.1.2 General roles and responsibilities of school-based support teams (SBSTs)
2.2 Discuss the services provided by full-service schools (FSS) to accommodate learners with the diverse needs, their
provision of site-based support and provision of support for neighbouring schools
2.3 Discuss the role of special schools as resource centres (SSRCs) in relation to full-service schools, mainstream
schools and the community
2.4 references
1
, Question 1
Complete the following table
1.1.1 “State parties shall respect and ensure the rights set forth in the Article 2 of the UN Convention on the
present Convention to each child within their jurisdiction without Rights of the Child (1989)
discrimination of any kind”
1.1.2 Due to the fact that large numbers of marginalised groups of Education For All (EFA) Declaration
children were still being excluded from the education system, the aim
of the Conference was to ensure that every child has access to quality
education.
1.1.3 It argues that regular schools, with an inclusive orientation, are Education White Paper 6
the most effective means of combating discriminatory attitudes,
creating welcoming communities, building an inclusive society, and
achieving education for all.
1.1.4 State parties shall ensure an inclusive education system at all CRPD, Article 24;
levels and lifelong learning directed to: a. the full development of
human potential and sense of dignity and selfworth, and the
strengthening of respect for human rights, fundamental freedoms and
human diversity.
1.1.5 This policy document outlines how discriminatory practices and Salamanca Statement (UNESCO, 1994)
imbalances of the past can be corrected and the principles of
inclusion promoted by focusing on overcoming barriers in the system
that prevent it from meeting the full range of learning needs
1.1.6 The framework of action identified inclusive education as a key The Dakar Framework of Action (2000)
strategy to address marginalisation and exclusion in relation to the
millennium development goal.
1.1.7 State parties shall take effective and appropriate measures to CPRD: Article 23
eliminate
discrimination against persons with disabilities in all matters relating
to marriage, family, parenthood and relationships, on an equal basis
with others.
1.2 Explain five tips for teachers to promote human rights in inclusive education settings.
Learn about your students because classrooms may include students that are different and unique and know which
needs exists because learners can never be the same, instead work with the learners at their own level and encourage
them to gain skills one step at a time.
● Respect every learners abilities and effort acknowledge the learning style of each learner.
● Teachers need to use right tools to meet diverse needs of learners in the classroom.
● Instead of focusing on the things learners cannot do, teachers need to focus on student abilities and individual
accomplishment.
● Teachers need to ensure that classroom policies and practice promote diverse and encourage a positive
cooperative attitude among learners in the classroom.
● The whole school culture should support inclusive culture which improves and develop the right of all
learners at school.
1.3 Discuss the following aspects of human rights, international policies and disability
movements to demonstrate how they had an influence on the evolution and development of
South Africa’s national inclusion policies.
2
General introduction to the assignment
1.1 Complete the following table
1.2 Explain five tips for teachers to promote human rights in inclusive education settings
1.3 Discuss the following aspects of human rights, international policies and disability movements to demonstrate how
they had an influence on the evolution and development of South Africa’s national inclusion policies
1.3.1 Normalisation movement
1.3.2 The UN Convention on the Rights of the Child, Article 2
1.3.3 Salamanca Statement (UNESCO, 1994), and its assumptions about inclusive education
2.1 Discuss how learners, who experience barriers to learning, can be accommodated in mainstream inclusive school
settings, with special
reference to the following
2.1.1 General inclusive assessment strategies
2.1.2 General roles and responsibilities of school-based support teams (SBSTs)
2.2 Discuss the services provided by full-service schools (FSS) to accommodate learners with the diverse needs, their
provision of site-based support and provision of support for neighbouring schools
2.3 Discuss the role of special schools as resource centres (SSRCs) in relation to full-service schools, mainstream
schools and the community
2.4 references
1
, Question 1
Complete the following table
1.1.1 “State parties shall respect and ensure the rights set forth in the Article 2 of the UN Convention on the
present Convention to each child within their jurisdiction without Rights of the Child (1989)
discrimination of any kind”
1.1.2 Due to the fact that large numbers of marginalised groups of Education For All (EFA) Declaration
children were still being excluded from the education system, the aim
of the Conference was to ensure that every child has access to quality
education.
1.1.3 It argues that regular schools, with an inclusive orientation, are Education White Paper 6
the most effective means of combating discriminatory attitudes,
creating welcoming communities, building an inclusive society, and
achieving education for all.
1.1.4 State parties shall ensure an inclusive education system at all CRPD, Article 24;
levels and lifelong learning directed to: a. the full development of
human potential and sense of dignity and selfworth, and the
strengthening of respect for human rights, fundamental freedoms and
human diversity.
1.1.5 This policy document outlines how discriminatory practices and Salamanca Statement (UNESCO, 1994)
imbalances of the past can be corrected and the principles of
inclusion promoted by focusing on overcoming barriers in the system
that prevent it from meeting the full range of learning needs
1.1.6 The framework of action identified inclusive education as a key The Dakar Framework of Action (2000)
strategy to address marginalisation and exclusion in relation to the
millennium development goal.
1.1.7 State parties shall take effective and appropriate measures to CPRD: Article 23
eliminate
discrimination against persons with disabilities in all matters relating
to marriage, family, parenthood and relationships, on an equal basis
with others.
1.2 Explain five tips for teachers to promote human rights in inclusive education settings.
Learn about your students because classrooms may include students that are different and unique and know which
needs exists because learners can never be the same, instead work with the learners at their own level and encourage
them to gain skills one step at a time.
● Respect every learners abilities and effort acknowledge the learning style of each learner.
● Teachers need to use right tools to meet diverse needs of learners in the classroom.
● Instead of focusing on the things learners cannot do, teachers need to focus on student abilities and individual
accomplishment.
● Teachers need to ensure that classroom policies and practice promote diverse and encourage a positive
cooperative attitude among learners in the classroom.
● The whole school culture should support inclusive culture which improves and develop the right of all
learners at school.
1.3 Discuss the following aspects of human rights, international policies and disability
movements to demonstrate how they had an influence on the evolution and development of
South Africa’s national inclusion policies.
2
