, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1 Define inclusive pedagogy and explain its purpose in addressing learner diversity.
Inclusive pedagogy, also referred to as inclusive teaching and learning, is an approach to teaching
that aims to raise the achievement of all learners while safeguarding the inclusion of those who are
vulnerable to exclusion and other forms of marginalisation (INC3701, Study Guide, p. 188). Its
purpose is to provide rich learning opportunities for all learners by shifting the focus from thinking
that some learners need "something additional or different" to ensuring that everyone can participate
equitably in the learning process (INC3701, Study Guide, p. 188). To address learner diversity,
inclusive pedagogy draws on a socio-cultural perspective, which recognizes that a learner's identity,
background, experiences, and connections to others all relate to their learning. Instead of viewing
differences as fixed, it adopts a "growth mindset" and uses quality learning experiences to facilitate
change and growth in learners (INC3701, Study Guide, p. 189).
1.2 Analyse how inclusive pedagogy differs from traditional teaching approaches.
Inclusive pedagogy significantly differs from traditional teaching approaches in several key
areas:
View of Learner Difference: Traditional teaching often sorts learners based on perceived
ability and uses a "bell-curve" to identify "normal" and "abnormal," focusing on what learners
cannot do (INC3701, Study Guide, p. 76). In contrast, inclusive pedagogy views learner
differences as a normal part of human development and an asset to the classroom. It avoids
pre-judging what learners are capable of, as this can lead to stigma and marginalisation
(INC3701, Study Guide, p. 189).
Focus of Planning: Traditional teaching often plans for the "average" learner, with the
expectation that some learners will need "something different from or additional to" "normal"
pedagogy (INC3701, Study Guide, p. 192). Inclusive pedagogy shifts the focus from individual
learners identified as having "additional needs" to planning for learning for all (INC3701,
Study Guide, p. 192). The focus is on what is to be taught and how, rather than on who is
learning, to avoid stigma and marginalisation.
Expectations of Learners: Traditional methods are often underpinned by deterministic beliefs,
which assume a learner's ability is fixed and pre-set (INC3701, Study Guide, p. 193). Inclusive
pedagogy rejects deterministic beliefs about ability and instead bases practice on
transformative beliefs. This means focusing teaching and learning on what learners can do and
believing that their capacity to learn can be changed for the better as a result of what happens
in the classroom (INC3701, Study Guide, p. 194).
Role of the Teacher: In a traditional approach, the teacher is the primary transmitter of
knowledge and often does most of the talking (INC3701, Study Guide, p. 259). In inclusive
pedagogy, teachers see difficulties in learning as a professional challenge rather than a deficit
in the learner (INC3701, Study Guide, p. 196). They use a variety of strategies like scaffolding,
differentiation, and multi-modal approaches to create an environment where learners can take
more responsibility for their learning.
Question 1
1.1 Define inclusive pedagogy and explain its purpose in addressing learner diversity.
Inclusive pedagogy, also referred to as inclusive teaching and learning, is an approach to teaching
that aims to raise the achievement of all learners while safeguarding the inclusion of those who are
vulnerable to exclusion and other forms of marginalisation (INC3701, Study Guide, p. 188). Its
purpose is to provide rich learning opportunities for all learners by shifting the focus from thinking
that some learners need "something additional or different" to ensuring that everyone can participate
equitably in the learning process (INC3701, Study Guide, p. 188). To address learner diversity,
inclusive pedagogy draws on a socio-cultural perspective, which recognizes that a learner's identity,
background, experiences, and connections to others all relate to their learning. Instead of viewing
differences as fixed, it adopts a "growth mindset" and uses quality learning experiences to facilitate
change and growth in learners (INC3701, Study Guide, p. 189).
1.2 Analyse how inclusive pedagogy differs from traditional teaching approaches.
Inclusive pedagogy significantly differs from traditional teaching approaches in several key
areas:
View of Learner Difference: Traditional teaching often sorts learners based on perceived
ability and uses a "bell-curve" to identify "normal" and "abnormal," focusing on what learners
cannot do (INC3701, Study Guide, p. 76). In contrast, inclusive pedagogy views learner
differences as a normal part of human development and an asset to the classroom. It avoids
pre-judging what learners are capable of, as this can lead to stigma and marginalisation
(INC3701, Study Guide, p. 189).
Focus of Planning: Traditional teaching often plans for the "average" learner, with the
expectation that some learners will need "something different from or additional to" "normal"
pedagogy (INC3701, Study Guide, p. 192). Inclusive pedagogy shifts the focus from individual
learners identified as having "additional needs" to planning for learning for all (INC3701,
Study Guide, p. 192). The focus is on what is to be taught and how, rather than on who is
learning, to avoid stigma and marginalisation.
Expectations of Learners: Traditional methods are often underpinned by deterministic beliefs,
which assume a learner's ability is fixed and pre-set (INC3701, Study Guide, p. 193). Inclusive
pedagogy rejects deterministic beliefs about ability and instead bases practice on
transformative beliefs. This means focusing teaching and learning on what learners can do and
believing that their capacity to learn can be changed for the better as a result of what happens
in the classroom (INC3701, Study Guide, p. 194).
Role of the Teacher: In a traditional approach, the teacher is the primary transmitter of
knowledge and often does most of the talking (INC3701, Study Guide, p. 259). In inclusive
pedagogy, teachers see difficulties in learning as a professional challenge rather than a deficit
in the learner (INC3701, Study Guide, p. 196). They use a variety of strategies like scaffolding,
differentiation, and multi-modal approaches to create an environment where learners can take
more responsibility for their learning.
