INC3701
ASSIGNMENT 5 SEMESTER 1 2026
UNIQUE NO.
DUE DATE: 21 AUGUST 2026
, Inclusive Education - INC3701
Assignment 5 2026
Question 1
Inclusive pedagogy is a teaching approach that recognises learner diversity as a normal
feature of every classroom and seeks to provide meaningful learning opportunities for
all learners, rather than designing instruction for an "average" learner and making
adjustments only for those who experience barriers. Florian and Black-Hawkins (2011)
explain that inclusive pedagogy extends what is ordinarily available to everyone instead
of separating or labelling learners who require additional support. In South Africa, this
approach is closely aligned with Education White Paper 6 (Department of Education
[DoE], 2001), which promotes an inclusive education system that removes barriers to
learning and ensures equal educational opportunities for all learners. It is also reflected
in the Screening, Identification, Assessment and Support (SIAS) Policy
(Department of Basic Education [DBE], 2014), which guides schools in identifying
support needs and providing appropriate interventions within mainstream education.
Inclusive pedagogy differs significantly from traditional teaching approaches. Traditional
teaching is generally teacher-centred, with the teacher presenting the same content,
using the same methods, and expecting all learners to achieve the same outcomes at
the same pace. Learners who struggle are often viewed as having deficits that require
separate remediation. Inclusive pedagogy, by contrast, is learner-centred and
acknowledges that learners differ in their backgrounds, abilities, cultures, languages,
interests, and learning preferences. Instead of expecting learners to adapt to the
curriculum, teachers adapt their teaching strategies to accommodate learner diversity.
This may include curriculum differentiation, flexible grouping, cooperative learning, the
use of visual and practical resources, assistive technologies, and multiple forms of
assessment. CAPS also encourages teachers to use varied teaching and assessment
strategies that respond to the needs of diverse learners while maintaining common
curriculum standards (DBE, 2011).
ASSIGNMENT 5 SEMESTER 1 2026
UNIQUE NO.
DUE DATE: 21 AUGUST 2026
, Inclusive Education - INC3701
Assignment 5 2026
Question 1
Inclusive pedagogy is a teaching approach that recognises learner diversity as a normal
feature of every classroom and seeks to provide meaningful learning opportunities for
all learners, rather than designing instruction for an "average" learner and making
adjustments only for those who experience barriers. Florian and Black-Hawkins (2011)
explain that inclusive pedagogy extends what is ordinarily available to everyone instead
of separating or labelling learners who require additional support. In South Africa, this
approach is closely aligned with Education White Paper 6 (Department of Education
[DoE], 2001), which promotes an inclusive education system that removes barriers to
learning and ensures equal educational opportunities for all learners. It is also reflected
in the Screening, Identification, Assessment and Support (SIAS) Policy
(Department of Basic Education [DBE], 2014), which guides schools in identifying
support needs and providing appropriate interventions within mainstream education.
Inclusive pedagogy differs significantly from traditional teaching approaches. Traditional
teaching is generally teacher-centred, with the teacher presenting the same content,
using the same methods, and expecting all learners to achieve the same outcomes at
the same pace. Learners who struggle are often viewed as having deficits that require
separate remediation. Inclusive pedagogy, by contrast, is learner-centred and
acknowledges that learners differ in their backgrounds, abilities, cultures, languages,
interests, and learning preferences. Instead of expecting learners to adapt to the
curriculum, teachers adapt their teaching strategies to accommodate learner diversity.
This may include curriculum differentiation, flexible grouping, cooperative learning, the
use of visual and practical resources, assistive technologies, and multiple forms of
assessment. CAPS also encourages teachers to use varied teaching and assessment
strategies that respond to the needs of diverse learners while maintaining common
curriculum standards (DBE, 2011).
