PORTFOLIO(ASSESSMENT 06)
INCLUSIVE EDUCATION (GENERIC)
Module code: INC3701
Year module Department of Inclusive Education
The due date for Assessment 06 is 23 September 2025
Unique no :773557
, .
Task 1
The question, “Are my learners struggling to learn or am I struggling to teach?”,
reflects a deep professional dilemma faced by many teachers. It highlights the
dual responsibility in education: while learners bring diverse needs, abilities, and
challenges into the classroom, teachers must also continuously evaluate and
adapt their methods to ensure meaningful learning.
1. Factors Contributing to Learners’ Struggles
Learners may face barriers to learning that are beyond their immediate control,
such as:
Socio-economic challenges: Poverty, lack of access to resources (books, internet,
meals) may hinder learning. For example, a child who comes to school hungry
might struggle to concentrate.
Language barriers: In multilingual contexts like South Africa, learners often learn
in a second or third language, making comprehension difficult.
Learning difficulties or disabilities: Undiagnosed dyslexia, ADHD, or hearing/vision
impairments can affect performance.
Emotional and social factors: Family instability, trauma, or bullying may affect
concentration and motivation.
Curriculum overload: Learners may find the curriculum too abstract or
disconnected from their real-life experiences.
INCLUSIVE EDUCATION (GENERIC)
Module code: INC3701
Year module Department of Inclusive Education
The due date for Assessment 06 is 23 September 2025
Unique no :773557
, .
Task 1
The question, “Are my learners struggling to learn or am I struggling to teach?”,
reflects a deep professional dilemma faced by many teachers. It highlights the
dual responsibility in education: while learners bring diverse needs, abilities, and
challenges into the classroom, teachers must also continuously evaluate and
adapt their methods to ensure meaningful learning.
1. Factors Contributing to Learners’ Struggles
Learners may face barriers to learning that are beyond their immediate control,
such as:
Socio-economic challenges: Poverty, lack of access to resources (books, internet,
meals) may hinder learning. For example, a child who comes to school hungry
might struggle to concentrate.
Language barriers: In multilingual contexts like South Africa, learners often learn
in a second or third language, making comprehension difficult.
Learning difficulties or disabilities: Undiagnosed dyslexia, ADHD, or hearing/vision
impairments can affect performance.
Emotional and social factors: Family instability, trauma, or bullying may affect
concentration and motivation.
Curriculum overload: Learners may find the curriculum too abstract or
disconnected from their real-life experiences.
