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Question: Tshepo, a bright and enthusiastic five-year-old, was diagnosed with autism spectrum disorder (ASD) at the age of three. Tshepo cannot communicate verbally although his parents understand his gestures. He does not like loud noises and would run away when he feels unsafe. Despite his intelligence and eagerness to learn, Tshepo encountered significant barriers when his parents sought admission to mainstream schools in their neighbourhood. Many schools cited their lack of resources and expertise to accommodate Tshepo's needs, leading to his exclusion from mainstream education. The challenges faced by Tshepo and his family were multifaceted. They encountered prejudice and misconceptions about Tshepo's abilities from school authorities and peers. Additionally, the limited availability of special education programmes further exacerbated their struggles to find a suitable learning environment for Tshepo. The emotional toll of rejection and the fear of stigmatisation weighed heavily on Tshepo's parents as they navigated the education system. Determined to provide Tshepo with quality education despite the hurdles, his parents sought support from advocacy groups and disability rights organisations. With their guidance, Tshepo's family was informed about international policies that influence inclusive education. As a signatory to these international policies and legislation on inclusive education, South Africa has also passed and enforced several policies and pieces of legislation on inclusive education. As such, Thepo’s parents explored alternative educational options and found a specialised inclusive school equipped to cater to his needs. This school offered a supportive environment where Tshepo could thrive academically, socially and emotionally. The transition to the inclusive school marked a turning point in Tshepo's educational journey. With access to tailored support and individualised learning plans, Tshepo made remarkable progress in his academic and personal development. The inclusive environment fostered a sense of belonging and acceptance, empowering Tshepo to embrace his unique abilities and build meaningful connections with his peers Identify two international policies that emphasise inclusive education for children with disabilities like Tshepo (2). Briefly explain these policies and their relevance to Tshepo’s case (8).
Two international policies that emphasise inclusive education for children with disabilities like Tshepo are: 1. **The United Nations Convention on the Rights of Persons with Disabilities (CRPD)** 2. **The Salamanca Statement and Framework for Action on Special Needs Education** ### Explanation and Relevance to Tshepo's Case: 1. **The United Nations Convention on the Rights of Persons with Disabilities (CRPD):** - **Explanation**: The CRPD, adopted by the United Nations General Assembly in 2006, is an international treaty aimed at promoting, protecting, and ensuring the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities. Article 24 of the CRPD specifically addresses education, emphasizing the need for inclusive education systems at all levels. It mandates that signatory states ensure that children with disabilities are not excluded from the general education system and have access to inclusive, quality, and free primary and secondary education on an equal basis with others. - **Relevance to Tshepo's Case**: As South Africa is a signatory to the CRPD, this policy provides a strong legal framework mandating the inclusion of children with disabilities in mainstream education. Tshepo's initial exclusion from mainstream schools was in direct conflict with the principles of the CRPD. The advocacy groups and disability rights organisations can leverage this international policy to argue for Tshepo's right to an inclusive education, thereby holding schools and the education system accountable for providing the necessary resources and support. 2. **The Salamanca Statement and Framework for Action on Special Needs Education**: - **Explanation**: Adopted in 1994 by the World Conference on Special Needs Education in Salamanca, Spain, and backed by UNESCO, the Salamanca Statement is a framework that calls for inclusive education systems worldwide. It advocates that schools should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. The statement emphasizes the need for inclusive schools which are designed to respond to individual needs through appropriate curricula, organizational arrangements, teaching strategies, resource use, and partnerships with their communities. - **Relevance to Tshepo's Case**: The Salamanca Statement highlights the necessity for inclusive schools that cater to a diverse range of needs, explicitly advocating for the inclusion of children with disabilities in mainstream education whenever possible. Tshepo's parents, armed with knowledge of this policy, can advocate for schools to adopt inclusive practices and ensure that Tshepo receives an education alongside his peers. The statement underscores the importance of adapting the school environment to meet the needs of each student, reinforcing the idea that Tshepo should have access to a customised learning plan tailored to his strengths and challenges. In conclusion, both the CRPD and the Salamanca Statement provide robust international support for inclusive education, aligning with Tshepo's right to access quality education within an inclusive setting. These policies underscore the responsibility of the education system to provide necessary accommodations and support to ensure that children like Tshepo can thrive academically, socially, and emotionally.
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