INC3701 Assignment 6
PORTFOLIO (COMPLETE
ANSWERS) 2025 - DUE 29
September 2025
USER
[Email address]
, INC3701 Assignment 6 PORTFOLIO (COMPLETE ANSWERS) 2025 - DUE 29
September 2025
Task 1 See difficulties in learning not as deficits in learners but as
professional challenges for us as teachers. Figure 1.1: Challenges for
teachers Description of the image for those who might have difficulty in
seeing it The image is a cartoon illustration set in a school staff room. Four
teachers are seated on chairs around a small coffee table. Three are in
conversation while one is reading. A fifth teacher, holding a cup of coffee, is
approaching the group. 1. Setting: The scene takes place in a casual staff
room environment. An urn and some mugs are visible in the background.
INC3701/103/2025 6 1. 2. 2. Characters: • Teacher 1 (walking): A female
teacher holding a cup of coffee, moving approaching the coffee table. •
Teacher 2 (speaking): A male teacher is seated on the left, gesturing as he
speaks. His expression is thoughtful, and he is asking a question out loud. •
Teacher 3 (listening): A female teacher with glasses, seated to his right, is
holding a mug. She appears to be smiling as she listens. • Teacher 4
(reading): A male teacher on the far right is sitting with an open book,
seemingly reading. • Teacher 5 (seated): A female teacher with short hair
sits on the far left, sipping her coffee. 3. Text in the speech bubble: The
teacher who is speaking, asks,
Viewing Learning Difficulties as Professional
Challenges for Teachers
1. Introduction
In modern education, learning difficulties are an inevitable reality within diverse classrooms.
They refer to the challenges learners face that hinder their ability to acquire, process, or apply
knowledge effectively. Traditionally, these difficulties were viewed as deficits or weaknesses
inherent in the learner, often leading to stigmatization, lowered expectations, and exclusion.
However, contemporary educational philosophy advocates a paradigm shift: learning difficulties
should not be seen as personal failings but rather as professional challenges for educators to
address through adaptive, inclusive, and innovative teaching practices.
This essay explores the implications of this shift for teachers, drawing on educational theories,
research, practical strategies, and real-life examples. The aim is to demonstrate how adopting a
strengths-based, collaborative, and reflective approach allows teachers to meet diverse learner
needs effectively while enhancing their own professional growth.
PORTFOLIO (COMPLETE
ANSWERS) 2025 - DUE 29
September 2025
USER
[Email address]
, INC3701 Assignment 6 PORTFOLIO (COMPLETE ANSWERS) 2025 - DUE 29
September 2025
Task 1 See difficulties in learning not as deficits in learners but as
professional challenges for us as teachers. Figure 1.1: Challenges for
teachers Description of the image for those who might have difficulty in
seeing it The image is a cartoon illustration set in a school staff room. Four
teachers are seated on chairs around a small coffee table. Three are in
conversation while one is reading. A fifth teacher, holding a cup of coffee, is
approaching the group. 1. Setting: The scene takes place in a casual staff
room environment. An urn and some mugs are visible in the background.
INC3701/103/2025 6 1. 2. 2. Characters: • Teacher 1 (walking): A female
teacher holding a cup of coffee, moving approaching the coffee table. •
Teacher 2 (speaking): A male teacher is seated on the left, gesturing as he
speaks. His expression is thoughtful, and he is asking a question out loud. •
Teacher 3 (listening): A female teacher with glasses, seated to his right, is
holding a mug. She appears to be smiling as she listens. • Teacher 4
(reading): A male teacher on the far right is sitting with an open book,
seemingly reading. • Teacher 5 (seated): A female teacher with short hair
sits on the far left, sipping her coffee. 3. Text in the speech bubble: The
teacher who is speaking, asks,
Viewing Learning Difficulties as Professional
Challenges for Teachers
1. Introduction
In modern education, learning difficulties are an inevitable reality within diverse classrooms.
They refer to the challenges learners face that hinder their ability to acquire, process, or apply
knowledge effectively. Traditionally, these difficulties were viewed as deficits or weaknesses
inherent in the learner, often leading to stigmatization, lowered expectations, and exclusion.
However, contemporary educational philosophy advocates a paradigm shift: learning difficulties
should not be seen as personal failings but rather as professional challenges for educators to
address through adaptive, inclusive, and innovative teaching practices.
This essay explores the implications of this shift for teachers, drawing on educational theories,
research, practical strategies, and real-life examples. The aim is to demonstrate how adopting a
strengths-based, collaborative, and reflective approach allows teachers to meet diverse learner
needs effectively while enhancing their own professional growth.
