UNIVERSITY OF SOUTH AFRICA
INC3701
Assignment 5
Inclusive Teaching and Learning
Student name ________________________________
Student number ________________________________
Academic year 2026
Total: 100 marks
, INC3701 | Assignment 5
Question 1: Inclusive pedagogy
1.1 Meaning and purpose
Inclusive pedagogy means planning teaching so that diverse learners can learn together in one
classroom. Difference is expected, not treated as a problem. The teacher looks for barriers in the
lesson, resources, language and environment, then widens the ways in which learners can take part.
Ainscow (2020) links inclusion to presence, participation and achievement. This means that being
enrolled is not enough; a learner should also feel welcome, join meaningful activities and make
progress. Education White Paper 6 supports the same purpose by calling for an education system
that responds to different needs and reduces exclusion (Department of Education, 2001).
1.2 Difference from traditional teaching
A traditional lesson is often organised around the teacher, one textbook and one correct pace. The
teacher explains while learners listen, copy notes and later complete the same written exercise.
Those who already understand the language of teaching or learn well through reading usually have
an advantage. A learner who needs more time, a clearer example or another way to respond may be
seen as the problem. Extra help is then offered only after failure, sometimes away from classmates.
Inclusive pedagogy begins with a different question: what can be changed so that more learners can
join the lesson from the start? The CAPS learning goal remains important, but access to it can vary. A
teacher may combine a short explanation with pictures, objects, movement, home-language
discussion and guided practice. Questions can move from simple recall to deeper reasoning.
Temporary groups can change as the task changes, rather than fixing children into high and low
groups. The teacher checks understanding during the activity and gives extra explanation or
challenge when the evidence shows it is needed. Such planning does not make the work easier; it
removes barriers that are not part of the intended outcome (Department of Basic Education, 2011b).
For example, a Grade 7 History class studying migration within southern Africa could use a short
written account, a map, a timeline and an interview extract from a local community member.
Learners might work in mixed groups to identify causes and effects. One could report orally, another
could place event cards on the timeline, and another could write the group summary. A vocabulary
strip could explain terms such as migrant, labour and settlement. Every learner would still have to
explain historical cause and effect, but no single reading or writing difficulty would block all
participation.
1.3 Importance for equitable opportunities
Inclusive pedagogy is essential because equal treatment is not always fair treatment. Giving
everyone the same worksheet does not create equity if some cannot see the print, understand the
Page 2
INC3701
Assignment 5
Inclusive Teaching and Learning
Student name ________________________________
Student number ________________________________
Academic year 2026
Total: 100 marks
, INC3701 | Assignment 5
Question 1: Inclusive pedagogy
1.1 Meaning and purpose
Inclusive pedagogy means planning teaching so that diverse learners can learn together in one
classroom. Difference is expected, not treated as a problem. The teacher looks for barriers in the
lesson, resources, language and environment, then widens the ways in which learners can take part.
Ainscow (2020) links inclusion to presence, participation and achievement. This means that being
enrolled is not enough; a learner should also feel welcome, join meaningful activities and make
progress. Education White Paper 6 supports the same purpose by calling for an education system
that responds to different needs and reduces exclusion (Department of Education, 2001).
1.2 Difference from traditional teaching
A traditional lesson is often organised around the teacher, one textbook and one correct pace. The
teacher explains while learners listen, copy notes and later complete the same written exercise.
Those who already understand the language of teaching or learn well through reading usually have
an advantage. A learner who needs more time, a clearer example or another way to respond may be
seen as the problem. Extra help is then offered only after failure, sometimes away from classmates.
Inclusive pedagogy begins with a different question: what can be changed so that more learners can
join the lesson from the start? The CAPS learning goal remains important, but access to it can vary. A
teacher may combine a short explanation with pictures, objects, movement, home-language
discussion and guided practice. Questions can move from simple recall to deeper reasoning.
Temporary groups can change as the task changes, rather than fixing children into high and low
groups. The teacher checks understanding during the activity and gives extra explanation or
challenge when the evidence shows it is needed. Such planning does not make the work easier; it
removes barriers that are not part of the intended outcome (Department of Basic Education, 2011b).
For example, a Grade 7 History class studying migration within southern Africa could use a short
written account, a map, a timeline and an interview extract from a local community member.
Learners might work in mixed groups to identify causes and effects. One could report orally, another
could place event cards on the timeline, and another could write the group summary. A vocabulary
strip could explain terms such as migrant, labour and settlement. Every learner would still have to
explain historical cause and effect, but no single reading or writing difficulty would block all
participation.
1.3 Importance for equitable opportunities
Inclusive pedagogy is essential because equal treatment is not always fair treatment. Giving
everyone the same worksheet does not create equity if some cannot see the print, understand the
Page 2
