INC3701
ASSIGNMENT 5
DUE DATE: 18 AUGUST 2025
,INC3701
ASSIGNMENT 5 2025
DUE 18 AUGUST 2025
QUESTION 1
1.1 Define inclusive pedagogy and list three key principles that guide its practice.
Inclusive pedagogy is an approach to teaching that seeks to raise the achievement of all
learners, while ensuring the inclusion of those who are often marginalised or vulnerable
to exclusion (Learning Unit 5.2; Florian & Walton, 2018). It is grounded in the belief that
diversity is normal, and that learning differences are expected, not exceptions.
Three key principles
Affirming diversity - Every learner is unique and brings valuable characteristics shaped
by their culture, language, ability, and experiences (Learning Unit 1.3.1.4).
Focusing on all learners - Inclusive pedagogy avoids labelling learners as “special” or
different and instead supports every learner's right to a quality education (Learning
Unit 1.3.1.4).
Responding to exclusion - This includes addressing barriers in school culture,
curriculum, and environment, and understanding how overlapping forms of
discrimination (intersectionality) can affect learners (Crenshaw, 1989; Learning Unit
1.3.1.4).
, 1.2 Compare and contrast how inclusive pedagogy addresses the needs of
learners with physical disabilities versus learners with learning disabilities.
Inclusive pedagogy does not separate or categorise learners based on their challenges.
Instead, it provides support tailored to individual needs (Learning Unit 3.6.1.2).
Learners with physical disabilities may require physical access accommodations (e.g.,
ramps, assistive devices) and adaptations in classroom layout to ensure their full
participation in lessons (SIAS policy; Learning Unit 3.6.1.2).
Learners with learning disabilities often require instructional adaptations, such as multi-
sensory teaching strategies, extended time, or modified content delivery (Learning Unit
3.6.1.2).
Comparison
Both groups require access and engagement in learning.
Both benefit from non-labelling approaches and high expectations.
Contrast
Physical disabilities often demand environmental or technological adaptations, while
learning disabilities require pedagogical and cognitive support (Phasha, 2010; Gwala-
Ogisi, 1990).
1.3 Discuss the benefits of using Universal Design for Learning (UDL) as an
approach to inclusive pedagogy in a culturally diverse classroom.
Universal Design for Learning (UDL) is a framework that supports inclusive pedagogy by
providing multiple means of representation, engagement, and expression (Learning Unit
5.2).
ASSIGNMENT 5
DUE DATE: 18 AUGUST 2025
,INC3701
ASSIGNMENT 5 2025
DUE 18 AUGUST 2025
QUESTION 1
1.1 Define inclusive pedagogy and list three key principles that guide its practice.
Inclusive pedagogy is an approach to teaching that seeks to raise the achievement of all
learners, while ensuring the inclusion of those who are often marginalised or vulnerable
to exclusion (Learning Unit 5.2; Florian & Walton, 2018). It is grounded in the belief that
diversity is normal, and that learning differences are expected, not exceptions.
Three key principles
Affirming diversity - Every learner is unique and brings valuable characteristics shaped
by their culture, language, ability, and experiences (Learning Unit 1.3.1.4).
Focusing on all learners - Inclusive pedagogy avoids labelling learners as “special” or
different and instead supports every learner's right to a quality education (Learning
Unit 1.3.1.4).
Responding to exclusion - This includes addressing barriers in school culture,
curriculum, and environment, and understanding how overlapping forms of
discrimination (intersectionality) can affect learners (Crenshaw, 1989; Learning Unit
1.3.1.4).
, 1.2 Compare and contrast how inclusive pedagogy addresses the needs of
learners with physical disabilities versus learners with learning disabilities.
Inclusive pedagogy does not separate or categorise learners based on their challenges.
Instead, it provides support tailored to individual needs (Learning Unit 3.6.1.2).
Learners with physical disabilities may require physical access accommodations (e.g.,
ramps, assistive devices) and adaptations in classroom layout to ensure their full
participation in lessons (SIAS policy; Learning Unit 3.6.1.2).
Learners with learning disabilities often require instructional adaptations, such as multi-
sensory teaching strategies, extended time, or modified content delivery (Learning Unit
3.6.1.2).
Comparison
Both groups require access and engagement in learning.
Both benefit from non-labelling approaches and high expectations.
Contrast
Physical disabilities often demand environmental or technological adaptations, while
learning disabilities require pedagogical and cognitive support (Phasha, 2010; Gwala-
Ogisi, 1990).
1.3 Discuss the benefits of using Universal Design for Learning (UDL) as an
approach to inclusive pedagogy in a culturally diverse classroom.
Universal Design for Learning (UDL) is a framework that supports inclusive pedagogy by
providing multiple means of representation, engagement, and expression (Learning Unit
5.2).
