INC3701
Assignment 5
Due 18 August 2025
,INC3701
Assignment 5
Due 18 August 2025
Table of Contents
Question 1 ....................................................................................................................... 2
1.1 Inclusive Pedagogy and Its Three Key Principles .................................................. 2
1.2 Comparison: Inclusive Pedagogy for Physical vs Learning Disabilities ................. 3
1.3 Benefits of Universal Design for Learning (UDL) in a Culturally Diverse Classroom
..................................................................................................................................... 4
1.4 Three Key Dimensions of Developing an Inclusive Classroom .............................. 5
Question 2 ....................................................................................................................... 7
2.3 Reason Why Ms. Zwide Paired Learners with Different Strengths and Needs, and
How This Benefited Both Learners .............................................................................. 7
2.6 Design of a Grade 4 Differentiated Lesson Plan on "Reading" .............................. 8
Question 3 ..................................................................................................................... 11
3.2 Comparison and Contrast of Differentiated Tasks for Neo and Lerato ................ 11
3.3 Thoughts on Differentiated Assessments and Their Effectiveness in Addressing
Learners’ Needs ........................................................................................................ 13
References .................................................................................................................... 15
, Question 1
1.1 Inclusive Pedagogy and Its Three Key Principles
Inclusive pedagogy is a proactive teaching philosophy that ensures all learners,
regardless of background, identity, or ability, are meaningfully engaged and equitably
supported. It challenges the notion of a standard learner by designing for diversity from
the outset.
Equity in Access refers to eliminating systemic barriers that prevent learners from
participating fully. For example, providing materials in braille or digital text-to-speech
formats ensures learners with visual impairments can access the curriculum. This is not
just a matter of legal compliance but of affirming each student's right to learn.
Differentiated Instruction involves adjusting teaching methods and materials to
address varying learner needs. This is not simply about offering variety but about
strategic planning. For instance, incorporating visuals, manipulatives, or tiered
questioning targets diverse cognitive pathways, allowing all students to process and
express their understanding more effectively.
Active Participation and Engagement prioritizes the social and emotional inclusion of
students. Collaborative learning, peer teaching, and dialogic instruction increase
engagement by valuing students' voices. When learners see their contributions
recognized, their motivation and achievement often increase. This approach aligns with
research indicating that a sense of belonging correlates with academic success.
These principles are effective because they move beyond accommodation and instead
restructure the learning environment to reflect equity, responsiveness, and inclusivity.
They are not isolated techniques but interwoven dimensions of a responsive pedagogy.
Assignment 5
Due 18 August 2025
,INC3701
Assignment 5
Due 18 August 2025
Table of Contents
Question 1 ....................................................................................................................... 2
1.1 Inclusive Pedagogy and Its Three Key Principles .................................................. 2
1.2 Comparison: Inclusive Pedagogy for Physical vs Learning Disabilities ................. 3
1.3 Benefits of Universal Design for Learning (UDL) in a Culturally Diverse Classroom
..................................................................................................................................... 4
1.4 Three Key Dimensions of Developing an Inclusive Classroom .............................. 5
Question 2 ....................................................................................................................... 7
2.3 Reason Why Ms. Zwide Paired Learners with Different Strengths and Needs, and
How This Benefited Both Learners .............................................................................. 7
2.6 Design of a Grade 4 Differentiated Lesson Plan on "Reading" .............................. 8
Question 3 ..................................................................................................................... 11
3.2 Comparison and Contrast of Differentiated Tasks for Neo and Lerato ................ 11
3.3 Thoughts on Differentiated Assessments and Their Effectiveness in Addressing
Learners’ Needs ........................................................................................................ 13
References .................................................................................................................... 15
, Question 1
1.1 Inclusive Pedagogy and Its Three Key Principles
Inclusive pedagogy is a proactive teaching philosophy that ensures all learners,
regardless of background, identity, or ability, are meaningfully engaged and equitably
supported. It challenges the notion of a standard learner by designing for diversity from
the outset.
Equity in Access refers to eliminating systemic barriers that prevent learners from
participating fully. For example, providing materials in braille or digital text-to-speech
formats ensures learners with visual impairments can access the curriculum. This is not
just a matter of legal compliance but of affirming each student's right to learn.
Differentiated Instruction involves adjusting teaching methods and materials to
address varying learner needs. This is not simply about offering variety but about
strategic planning. For instance, incorporating visuals, manipulatives, or tiered
questioning targets diverse cognitive pathways, allowing all students to process and
express their understanding more effectively.
Active Participation and Engagement prioritizes the social and emotional inclusion of
students. Collaborative learning, peer teaching, and dialogic instruction increase
engagement by valuing students' voices. When learners see their contributions
recognized, their motivation and achievement often increase. This approach aligns with
research indicating that a sense of belonging correlates with academic success.
These principles are effective because they move beyond accommodation and instead
restructure the learning environment to reflect equity, responsiveness, and inclusivity.
They are not isolated techniques but interwoven dimensions of a responsive pedagogy.
