INC4802
ASSIGNMENT 3 2025
UNIQUE NO. 816362
DUE DATE: 11 AUGUST 2025
, Teaching Strategies for Inclusivity
QUESTION 1 – Learning Theories
1.1 How should the constructivist approach be adapted to cater for students with
severe learning disabilities? (3)
Use simplified, step-by-step instructions with frequent checks for
understanding.
Provide multi-sensory materials (visual aids, tactile tools, audio prompts) to
reinforce concepts.
Break projects into smaller, manageable tasks with additional time and targeted
teacher/assistant support.
1.2 What challenges might educators face when they implement these changes?
(2)
Time constraints in planning and delivering highly individualised lessons.
Resource limitations, such as lack of specialised materials or trained support
staff.
1.3 Could peer-assisted learning in an inclusive classroom unintentionally create
social hierarchies? (3)
Yes — possible risks include:
Stronger students may become “helpers” rather than true collaborators,
reinforcing a helper–dependent dynamic.
Weaker students may feel inferior or excluded if peers dominate tasks.
Social groups might form around ability levels, leading to cliques.
ASSIGNMENT 3 2025
UNIQUE NO. 816362
DUE DATE: 11 AUGUST 2025
, Teaching Strategies for Inclusivity
QUESTION 1 – Learning Theories
1.1 How should the constructivist approach be adapted to cater for students with
severe learning disabilities? (3)
Use simplified, step-by-step instructions with frequent checks for
understanding.
Provide multi-sensory materials (visual aids, tactile tools, audio prompts) to
reinforce concepts.
Break projects into smaller, manageable tasks with additional time and targeted
teacher/assistant support.
1.2 What challenges might educators face when they implement these changes?
(2)
Time constraints in planning and delivering highly individualised lessons.
Resource limitations, such as lack of specialised materials or trained support
staff.
1.3 Could peer-assisted learning in an inclusive classroom unintentionally create
social hierarchies? (3)
Yes — possible risks include:
Stronger students may become “helpers” rather than true collaborators,
reinforcing a helper–dependent dynamic.
Weaker students may feel inferior or excluded if peers dominate tasks.
Social groups might form around ability levels, leading to cliques.
