INC4802
ASSIGNMENT 3 2025
UNIQUE NO. 816362
DUE DATE: 11 AUGUST 2025
, ASSIGNMENT 03 – Inclusive Education
QUESTION 1 – Learning Theories
1.1 The constructivist approach for students with severe learning disabilities can be
adapted by:
Breaking learning tasks into smaller, manageable steps.
Using multi-sensory strategies (visuals, tactile aids, auditory cues).
Incorporating frequent repetition and scaffolding.
For example, using concrete manipulatives in mathematics allows learners to
engage physically with concepts before moving to abstract reasoning
(Tomlinson, 2014).
1.2 Challenges educators may face include:
Increased preparation time for differentiated resources.
Need for specialised training to address complex learning needs (Loreman et al.,
2021).
1.3 Peer-assisted learning could unintentionally create social hierarchies if “stronger”
students consistently act as helpers, reinforcing perceptions of ability differences and
dependency (Bandura, 1977).
1.4 Equity can be ensured by:
Rotating peer roles regularly.
Establishing clear collaboration guidelines that value diverse contributions
(Vygotsky, 1978).
ASSIGNMENT 3 2025
UNIQUE NO. 816362
DUE DATE: 11 AUGUST 2025
, ASSIGNMENT 03 – Inclusive Education
QUESTION 1 – Learning Theories
1.1 The constructivist approach for students with severe learning disabilities can be
adapted by:
Breaking learning tasks into smaller, manageable steps.
Using multi-sensory strategies (visuals, tactile aids, auditory cues).
Incorporating frequent repetition and scaffolding.
For example, using concrete manipulatives in mathematics allows learners to
engage physically with concepts before moving to abstract reasoning
(Tomlinson, 2014).
1.2 Challenges educators may face include:
Increased preparation time for differentiated resources.
Need for specialised training to address complex learning needs (Loreman et al.,
2021).
1.3 Peer-assisted learning could unintentionally create social hierarchies if “stronger”
students consistently act as helpers, reinforcing perceptions of ability differences and
dependency (Bandura, 1977).
1.4 Equity can be ensured by:
Rotating peer roles regularly.
Establishing clear collaboration guidelines that value diverse contributions
(Vygotsky, 1978).
