Exam cover page
Surname and Name:
Student number:
Module Name: Teaching Strategies for Inclusivity
Module code: INC4802
Exam no: October/November 2023/24
Number of Pages: 21
1|P ag e
, DECLARATION OF HONESTY FOR WRITTEN ASSIGNMENTS
I
Student number Module code: INC4802
declare that
1. I understand what plagiarism entails and am aware of the university’s policy in this
regard.
this assignment is my own, original work. Where I used someone else’s work –
2. whether a printed source, the internet or any other source – I gave the proper
acknowledgement and included a complete reference list.
3. I did not use another current or previous student’s work, to submit it as my own.
4. I did not and will not allow anyone to copy my work with the intention of
submitting it as his or her own.
4.
Signature Date: October2025
2|P ag e
, October/November 2023
Question 1: Learning Theories for Inclusive Teaching (10)
1.1 Define the following concepts:
1.1.1 Universal Design for Learning. (Study, guide: p19) (3)
Universal Design for Learning (UDL) is an educational framework that guides the creation of flexible
learning environments to accommodate the diverse needs of all learners. UDL promotes inclusive
education by offering multiple ways for students to perceive, comprehend, and express their knowledge
and skills, aiming to remove barriers to learning inherent in the design of traditional classrooms rather
than in the students themselves. It achieves this through three core principles: providing multiple means
of representation, action and expression, and engagement.
Provide Multiple Means of Representation. Present information and content in different ways.
Allowing students to choose the methods by which they take in information allows for all types of
students to thrive as they interact with subject materials. This involves providing multiple ways to
assimilate subject material, such as textbooks, audio files, digital books, or images and graphs. It
also implies customization and flexibility within those formats.
Provide Multiple Means of Action and Expression. Differentiate the ways that students can express
what they know. This principle of universal design for learning takes into account the differences of
students’ manner of expression. Flexibility is provided in the way that students show their knowledge
of the subject, meaning they can choose not to perform a test and instead opt for a more adaptive
expression that fits their strengths.
Provide Multiple Means of Engagement. This principle encompasses the ideas of motivation,
building on the interests of the students. The area of engagement also helps students to see the
reasons why they should learn what they’re learning, and makes it relevant to their life.
1.1.2 Inclusive pedagogy (Study, guide: p10) (4)
Inclusive pedagogy is concerned with redressing the limitations on learning that are often
inadvertently placed on children when they are judged ‘less able’. It does not deny differences
between learners but seeks to accommodate them by extending what is ordinarily available to all
rather than by differentiating for some. Here there is a shift in focus away from the idea of inclusion
as a specialized response to some learners that enables them to have access or participate in that
which is available to most students. Extending what is ordinarily available to all learners, taking
account the fact that there will be individual differences between them is a subtle but profound
3|P ag e
Surname and Name:
Student number:
Module Name: Teaching Strategies for Inclusivity
Module code: INC4802
Exam no: October/November 2023/24
Number of Pages: 21
1|P ag e
, DECLARATION OF HONESTY FOR WRITTEN ASSIGNMENTS
I
Student number Module code: INC4802
declare that
1. I understand what plagiarism entails and am aware of the university’s policy in this
regard.
this assignment is my own, original work. Where I used someone else’s work –
2. whether a printed source, the internet or any other source – I gave the proper
acknowledgement and included a complete reference list.
3. I did not use another current or previous student’s work, to submit it as my own.
4. I did not and will not allow anyone to copy my work with the intention of
submitting it as his or her own.
4.
Signature Date: October2025
2|P ag e
, October/November 2023
Question 1: Learning Theories for Inclusive Teaching (10)
1.1 Define the following concepts:
1.1.1 Universal Design for Learning. (Study, guide: p19) (3)
Universal Design for Learning (UDL) is an educational framework that guides the creation of flexible
learning environments to accommodate the diverse needs of all learners. UDL promotes inclusive
education by offering multiple ways for students to perceive, comprehend, and express their knowledge
and skills, aiming to remove barriers to learning inherent in the design of traditional classrooms rather
than in the students themselves. It achieves this through three core principles: providing multiple means
of representation, action and expression, and engagement.
Provide Multiple Means of Representation. Present information and content in different ways.
Allowing students to choose the methods by which they take in information allows for all types of
students to thrive as they interact with subject materials. This involves providing multiple ways to
assimilate subject material, such as textbooks, audio files, digital books, or images and graphs. It
also implies customization and flexibility within those formats.
Provide Multiple Means of Action and Expression. Differentiate the ways that students can express
what they know. This principle of universal design for learning takes into account the differences of
students’ manner of expression. Flexibility is provided in the way that students show their knowledge
of the subject, meaning they can choose not to perform a test and instead opt for a more adaptive
expression that fits their strengths.
Provide Multiple Means of Engagement. This principle encompasses the ideas of motivation,
building on the interests of the students. The area of engagement also helps students to see the
reasons why they should learn what they’re learning, and makes it relevant to their life.
1.1.2 Inclusive pedagogy (Study, guide: p10) (4)
Inclusive pedagogy is concerned with redressing the limitations on learning that are often
inadvertently placed on children when they are judged ‘less able’. It does not deny differences
between learners but seeks to accommodate them by extending what is ordinarily available to all
rather than by differentiating for some. Here there is a shift in focus away from the idea of inclusion
as a specialized response to some learners that enables them to have access or participate in that
which is available to most students. Extending what is ordinarily available to all learners, taking
account the fact that there will be individual differences between them is a subtle but profound
3|P ag e
