[TYPE THE COMPANY NAME]
INC3701 Assignment 5
(COMPLETE ANSWERS)
2025 - DUE 18 August
2025;
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of the
contents of the document.]
,Exam (elaborations)
INC3701 Assignment 5 Memo | Due 18 August 2025
• Course
• Inclusive Education (INC3701)
• Institution
• University Of South Africa (Unisa)
INC3701 Assignment 5 Memo | Due 18 August 2025. All questions fully answered.
Question 1 (45) 1.1 Define inclusive pedagogy and list three key principles that guide its
practice. (5) 1.2 Compare and contrast how inclusive pedagogy addresses the needs of
learners with physical disabilities versus learners with learning disabilities. (5) 1.3 Discuss
the benefits of using Universal Design for Learning (UDL) as an approach to inclusive
pedagogy in a culturally diverse classroom. (20) 1.4 Creating inclusive cultures is placed
at the base of the triangle. Culture is often described as “the way we do things in our
environment”. It may also help you to think of it as “why we do things around here this
way” because culture is shaped by our values and beliefs, which in turn inform our
behaviour. Discuss three key dimensions that can be used to develop an inclusive
classroom. (15)
1.1 Define inclusive pedagogy and list three key principles that guide its practice.
Inclusive pedagogy is an approach to teaching and learning that aims to meet the diverse needs
of all students in a classroom. It is based on the belief that every learner has the right to a high-
quality education and that educational environments should be adapted to fit the student, rather
than the student being forced to fit the system.
Three key principles that guide inclusive pedagogy are:
1. Differentiated Instruction: This principle involves tailoring teaching methods, content,
and assessment to suit the individual needs of students. It recognizes that students learn at
different paces and in different ways, and it provides a variety of options for them to
access, process, and demonstrate their understanding of information.
2. Universal Design for Learning (UDL): UDL is a framework that guides the design of
learning environments and materials to be accessible to all learners. Its core idea is to
remove barriers to learning from the start, offering multiple means of representation (how
information is presented), multiple means of action and expression (how students
demonstrate their knowledge), and multiple means of engagement (how students are
motivated and challenged).
, 3. Collaborative and Participatory Learning: This principle emphasizes creating a
classroom where students learn from and with each other. It involves cooperative
learning strategies, peer-to-peer support, and group activities that encourage all students
to participate and contribute, fostering a sense of community and shared responsibility for
learning.
1.2 Compare and contrast how inclusive pedagogy addresses the needs of
learners with physical disabilities versus learners with learning disabilities.
Inclusive pedagogy addresses the needs of learners with physical disabilities and learning
disabilities through both similar and different strategies.
Similarities:
• Focus on the individual: Both groups of learners benefit from an individualized
approach. Inclusive pedagogy avoids a one-size-fits-all model, instead focusing on
understanding each student's specific strengths, challenges, and learning style.
• Creating an accessible environment: For both physical and learning disabilities, the
goal is to remove barriers to access. This could mean providing a physically accessible
classroom for students in wheelchairs or providing accessible formats for content (e.g.,
audiobooks, large print) for students with learning disabilities like dyslexia.
• Providing accommodations and modifications: Both sets of learners may require
accommodations (changes to how they learn) and modifications (changes to what they
learn) to succeed. For example, a student with a physical disability might be given extra
time to complete a written assignment due to slow handwriting, while a student with a
learning disability might have the assignment broken down into smaller, more
manageable parts.
Differences:
• Nature of the barriers: The primary barriers for learners with physical disabilities are
often related to the physical environment and the ability to interact with it. This can
include navigating the classroom, using materials, or performing physical tasks. For
learners with learning disabilities, the barriers are cognitive, affecting how they process,
understand, and recall information.
• Types of support provided: Inclusive pedagogy for a student with a physical disability
might focus on providing physical accommodations, such as a wheelchair-accessible
desk, assistive technology for writing, or a classroom layout that allows for easy
movement. For a student with a learning disability, the support would focus on
instructional strategies, such as providing visual aids, using multi-sensory teaching
methods, or offering graphic organizers to help with information processing.
• Assessment methods: While both groups might need accommodations during
assessment, the nature of these accommodations would differ. A student with a physical
disability might be given a scribe to write their answers or be allowed to use a computer.
A student with a learning disability, on the other hand, might be given an oral exam or be
INC3701 Assignment 5
(COMPLETE ANSWERS)
2025 - DUE 18 August
2025;
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of the
contents of the document.]
,Exam (elaborations)
INC3701 Assignment 5 Memo | Due 18 August 2025
• Course
• Inclusive Education (INC3701)
• Institution
• University Of South Africa (Unisa)
INC3701 Assignment 5 Memo | Due 18 August 2025. All questions fully answered.
Question 1 (45) 1.1 Define inclusive pedagogy and list three key principles that guide its
practice. (5) 1.2 Compare and contrast how inclusive pedagogy addresses the needs of
learners with physical disabilities versus learners with learning disabilities. (5) 1.3 Discuss
the benefits of using Universal Design for Learning (UDL) as an approach to inclusive
pedagogy in a culturally diverse classroom. (20) 1.4 Creating inclusive cultures is placed
at the base of the triangle. Culture is often described as “the way we do things in our
environment”. It may also help you to think of it as “why we do things around here this
way” because culture is shaped by our values and beliefs, which in turn inform our
behaviour. Discuss three key dimensions that can be used to develop an inclusive
classroom. (15)
1.1 Define inclusive pedagogy and list three key principles that guide its practice.
Inclusive pedagogy is an approach to teaching and learning that aims to meet the diverse needs
of all students in a classroom. It is based on the belief that every learner has the right to a high-
quality education and that educational environments should be adapted to fit the student, rather
than the student being forced to fit the system.
Three key principles that guide inclusive pedagogy are:
1. Differentiated Instruction: This principle involves tailoring teaching methods, content,
and assessment to suit the individual needs of students. It recognizes that students learn at
different paces and in different ways, and it provides a variety of options for them to
access, process, and demonstrate their understanding of information.
2. Universal Design for Learning (UDL): UDL is a framework that guides the design of
learning environments and materials to be accessible to all learners. Its core idea is to
remove barriers to learning from the start, offering multiple means of representation (how
information is presented), multiple means of action and expression (how students
demonstrate their knowledge), and multiple means of engagement (how students are
motivated and challenged).
, 3. Collaborative and Participatory Learning: This principle emphasizes creating a
classroom where students learn from and with each other. It involves cooperative
learning strategies, peer-to-peer support, and group activities that encourage all students
to participate and contribute, fostering a sense of community and shared responsibility for
learning.
1.2 Compare and contrast how inclusive pedagogy addresses the needs of
learners with physical disabilities versus learners with learning disabilities.
Inclusive pedagogy addresses the needs of learners with physical disabilities and learning
disabilities through both similar and different strategies.
Similarities:
• Focus on the individual: Both groups of learners benefit from an individualized
approach. Inclusive pedagogy avoids a one-size-fits-all model, instead focusing on
understanding each student's specific strengths, challenges, and learning style.
• Creating an accessible environment: For both physical and learning disabilities, the
goal is to remove barriers to access. This could mean providing a physically accessible
classroom for students in wheelchairs or providing accessible formats for content (e.g.,
audiobooks, large print) for students with learning disabilities like dyslexia.
• Providing accommodations and modifications: Both sets of learners may require
accommodations (changes to how they learn) and modifications (changes to what they
learn) to succeed. For example, a student with a physical disability might be given extra
time to complete a written assignment due to slow handwriting, while a student with a
learning disability might have the assignment broken down into smaller, more
manageable parts.
Differences:
• Nature of the barriers: The primary barriers for learners with physical disabilities are
often related to the physical environment and the ability to interact with it. This can
include navigating the classroom, using materials, or performing physical tasks. For
learners with learning disabilities, the barriers are cognitive, affecting how they process,
understand, and recall information.
• Types of support provided: Inclusive pedagogy for a student with a physical disability
might focus on providing physical accommodations, such as a wheelchair-accessible
desk, assistive technology for writing, or a classroom layout that allows for easy
movement. For a student with a learning disability, the support would focus on
instructional strategies, such as providing visual aids, using multi-sensory teaching
methods, or offering graphic organizers to help with information processing.
• Assessment methods: While both groups might need accommodations during
assessment, the nature of these accommodations would differ. A student with a physical
disability might be given a scribe to write their answers or be allowed to use a computer.
A student with a learning disability, on the other hand, might be given an oral exam or be
