DPP1501
ASSIGNMENT 8 2025
UNIQUE NO.
DUE DATE: OCTOBER 2025
, Diversity, Pedagogy and Practice
Question 1
1.1 Ethos of Inclusivity and Its Implications for the Education System
1.1.1 Collaboration and Support (10 marks)
An ethos of inclusivity is grounded in the belief that every learner, regardless of ability,
background, or socio-economic status, has the right to access quality education and
participate meaningfully in the learning process. Collaboration and support are central to
this ethos.
1. Inclusive education requires teamwork among teachers, parents, support
staff, and external specialists to address learners’ barriers effectively.
2. School-based support teams (SBSTs) play a vital role in coordinating
interventions and sharing resources to support diverse learners.
3. Peer collaboration encourages teachers to exchange inclusive teaching
strategies, enhancing classroom practices.
4. Partnerships between schools and community organisations or NGOs provide
additional psychosocial and academic support for learners with barriers.
5. Ongoing collaboration ensures that inclusion becomes a whole-school
approach, rather than the responsibility of individual teachers alone.
(British Council, 2019; DBE, 2014; White Paper 6, 2001)
1.1.2 Teacher Training and Continuous Professional Development (10 marks)
Teacher competence is critical in implementing inclusive education successfully.
Professional development equips educators with the knowledge, skills, and attitudes to
support diverse learning needs.
1. Teachers must receive initial training on inclusive pedagogies, such as
Universal Design for Learning (UDL) and curriculum differentiation.
ASSIGNMENT 8 2025
UNIQUE NO.
DUE DATE: OCTOBER 2025
, Diversity, Pedagogy and Practice
Question 1
1.1 Ethos of Inclusivity and Its Implications for the Education System
1.1.1 Collaboration and Support (10 marks)
An ethos of inclusivity is grounded in the belief that every learner, regardless of ability,
background, or socio-economic status, has the right to access quality education and
participate meaningfully in the learning process. Collaboration and support are central to
this ethos.
1. Inclusive education requires teamwork among teachers, parents, support
staff, and external specialists to address learners’ barriers effectively.
2. School-based support teams (SBSTs) play a vital role in coordinating
interventions and sharing resources to support diverse learners.
3. Peer collaboration encourages teachers to exchange inclusive teaching
strategies, enhancing classroom practices.
4. Partnerships between schools and community organisations or NGOs provide
additional psychosocial and academic support for learners with barriers.
5. Ongoing collaboration ensures that inclusion becomes a whole-school
approach, rather than the responsibility of individual teachers alone.
(British Council, 2019; DBE, 2014; White Paper 6, 2001)
1.1.2 Teacher Training and Continuous Professional Development (10 marks)
Teacher competence is critical in implementing inclusive education successfully.
Professional development equips educators with the knowledge, skills, and attitudes to
support diverse learning needs.
1. Teachers must receive initial training on inclusive pedagogies, such as
Universal Design for Learning (UDL) and curriculum differentiation.
