HED4810
ASSIGNMENT 4 2026
UNIQUE NO:173667
DUE DATE:15-OCTOBER 2026
,PUTTING INCLUSIVE EDUCATION INTO CONTEXT - HED4810
ASSIGNMENT 04 - 2026
Question 1
The influence of three pedagogical shifts on teachers’ attitudes towards inclusive
teaching and learning
Inclusive education requires more than placing learners with different abilities in the
same classroom. It requires teachers to reconsider how they understand learner
differences and how they respond pedagogically. Dewa (2025) identifies three stages of
pedagogical development towards inclusion: no or little shift, an emerging shift, and
an established shift. These shifts influence teachers’ attitudes and consequently their
classroom practices.
The no or little pedagogical shift is associated with a separate-schooling perspective.
Teachers may view learner differences, particularly disability, through a deficit or
medical lens. Such attitudes can lead to low expectations, segregation and a belief that
specialist teachers should be responsible for learners who experience barriers. Dewa
(2025) argues that teachers at this stage require awareness and training because their
attitudes can restrict participation in ordinary classrooms.
The emerging pedagogical shift reflects a fragmented understanding of inclusion.
Teachers may support inclusion in principle but apply inclusive strategies inconsistently.
Their attitudes can therefore be positive in some circumstances while remaining
influenced by uncertainty, limited confidence or inadequate resources. Recent South
African research confirms that teachers may possess theoretical knowledge of inclusive
policies while lacking the self-efficacy necessary to translate that knowledge into
classroom practice (Malahlela & Johnson, 2024).
The established pedagogical shift involves moving away from focusing primarily on
learner differences and towards recognising diversity as a normal feature of classroom
ASSIGNMENT 4 2026
UNIQUE NO:173667
DUE DATE:15-OCTOBER 2026
,PUTTING INCLUSIVE EDUCATION INTO CONTEXT - HED4810
ASSIGNMENT 04 - 2026
Question 1
The influence of three pedagogical shifts on teachers’ attitudes towards inclusive
teaching and learning
Inclusive education requires more than placing learners with different abilities in the
same classroom. It requires teachers to reconsider how they understand learner
differences and how they respond pedagogically. Dewa (2025) identifies three stages of
pedagogical development towards inclusion: no or little shift, an emerging shift, and
an established shift. These shifts influence teachers’ attitudes and consequently their
classroom practices.
The no or little pedagogical shift is associated with a separate-schooling perspective.
Teachers may view learner differences, particularly disability, through a deficit or
medical lens. Such attitudes can lead to low expectations, segregation and a belief that
specialist teachers should be responsible for learners who experience barriers. Dewa
(2025) argues that teachers at this stage require awareness and training because their
attitudes can restrict participation in ordinary classrooms.
The emerging pedagogical shift reflects a fragmented understanding of inclusion.
Teachers may support inclusion in principle but apply inclusive strategies inconsistently.
Their attitudes can therefore be positive in some circumstances while remaining
influenced by uncertainty, limited confidence or inadequate resources. Recent South
African research confirms that teachers may possess theoretical knowledge of inclusive
policies while lacking the self-efficacy necessary to translate that knowledge into
classroom practice (Malahlela & Johnson, 2024).
The established pedagogical shift involves moving away from focusing primarily on
learner differences and towards recognising diversity as a normal feature of classroom
