INC4802
Assignment 3 2025
Unique Number: 816362
Due Date: 11 August 2025
QUESTION 1
1.1
The constructivist approach can be adapted for students with severe learning disabilities by
simplifying tasks into smaller, manageable steps. Teachers can provide visual aids, concrete
materials, and repetitive practice to support learning. Activities should include real-life
contexts to make learning meaningful. Learners benefit from one-on-one or small group
instruction that focuses on their individual pace and needs. Using scaffolding, where the
teacher gradually reduces help as the learner becomes more confident, is also important.
Technology like interactive apps can be used to support communication and understanding.
Overall, lessons should be flexible and designed to reduce frustration and build confidence
(Clasquin-Johnson, 2018).
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1
The constructivist approach can be adapted for students with severe learning
disabilities by simplifying tasks into smaller, manageable steps. Teachers can
provide visual aids, concrete materials, and repetitive practice to support learning.
Activities should include real-life contexts to make learning meaningful. Learners
benefit from one-on-one or small group instruction that focuses on their individual
pace and needs. Using scaffolding, where the teacher gradually reduces help as the
learner becomes more confident, is also important. Technology like interactive apps
can be used to support communication and understanding. Overall, lessons should
be flexible and designed to reduce frustration and build confidence (Clasquin-
Johnson, 2018).
1.2
Educators may struggle with a lack of time, training, and resources when trying to
meet the diverse needs of learners. Adapting lessons for each student’s level can be
overwhelming, especially in large classes. Teachers might also face difficulties in
managing classroom behaviour and ensuring all learners stay engaged. Resistance
to change from staff or school management can also be a challenge. Furthermore,
limited access to adaptive technologies and teaching assistants may reduce the
effectiveness of inclusive practices (Clasquin-Johnson, 2018).
1.3
Yes, peer-assisted learning can unintentionally create social hierarchies. Stronger
learners may take dominant roles, while those who need more support could feel
less capable or dependent. This dynamic may lead to feelings of inferiority,
embarrassment, or isolation among students with learning disabilities. Sometimes,
peers may avoid working with those who need more help, reinforcing social
divisions. To prevent this, educators must carefully select groups, rotate roles, and
teach respect and empathy. Peer-support systems should be structured to promote
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
equality and shared responsibility. Teachers should monitor group interactions
closely and intervene if power imbalances appear (Clasquin-Johnson, 2018).
1.4
Educators can ensure equity by providing differentiated instruction based on each
learner’s needs, interests, and abilities. This includes using various teaching
strategies, resources, and assessment methods to allow every learner to succeed.
Teachers must also create a safe and respectful environment where all learners feel
valued. Promoting positive attitudes about diversity and setting high, yet achievable,
expectations for all students helps build confidence. Regular support and feedback,
along with inclusive classroom materials, further promote fairness. Equity also
means removing barriers to learning, such as language differences, disabilities, or
lack of access to learning tools (Clasquin-Johnson, 2018).
1.5
Adaptive technology supports inclusivity by allowing learners with disabilities to
access the curriculum in ways that match their abilities. For example, speech-to-text
tools help students with writing difficulties express their thoughts. Audio books
support learners with reading challenges. Visual aids, touch-screen devices, and
interactive software make lessons more engaging and accessible. These
technologies also help learners work independently, which builds confidence.
Importantly, adaptive tools support teachers in meeting diverse learning needs
without lowering academic expectations. This reduces exclusion and helps all
learners feel part of the learning community (Clasquin-Johnson, 2018).
1.6
Over-reliance on technology may reduce face-to-face interaction and limit the
development of social skills. Students may become dependent on devices and
struggle to learn without them. Not all learners have equal access to technology,
which can increase inequality. Technical problems or lack of training can also affect
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Unique Number: 816362
Due Date: 11 August 2025
QUESTION 1
1.1
The constructivist approach can be adapted for students with severe learning disabilities by
simplifying tasks into smaller, manageable steps. Teachers can provide visual aids, concrete
materials, and repetitive practice to support learning. Activities should include real-life
contexts to make learning meaningful. Learners benefit from one-on-one or small group
instruction that focuses on their individual pace and needs. Using scaffolding, where the
teacher gradually reduces help as the learner becomes more confident, is also important.
Technology like interactive apps can be used to support communication and understanding.
Overall, lessons should be flexible and designed to reduce frustration and build confidence
(Clasquin-Johnson, 2018).
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1
The constructivist approach can be adapted for students with severe learning
disabilities by simplifying tasks into smaller, manageable steps. Teachers can
provide visual aids, concrete materials, and repetitive practice to support learning.
Activities should include real-life contexts to make learning meaningful. Learners
benefit from one-on-one or small group instruction that focuses on their individual
pace and needs. Using scaffolding, where the teacher gradually reduces help as the
learner becomes more confident, is also important. Technology like interactive apps
can be used to support communication and understanding. Overall, lessons should
be flexible and designed to reduce frustration and build confidence (Clasquin-
Johnson, 2018).
1.2
Educators may struggle with a lack of time, training, and resources when trying to
meet the diverse needs of learners. Adapting lessons for each student’s level can be
overwhelming, especially in large classes. Teachers might also face difficulties in
managing classroom behaviour and ensuring all learners stay engaged. Resistance
to change from staff or school management can also be a challenge. Furthermore,
limited access to adaptive technologies and teaching assistants may reduce the
effectiveness of inclusive practices (Clasquin-Johnson, 2018).
1.3
Yes, peer-assisted learning can unintentionally create social hierarchies. Stronger
learners may take dominant roles, while those who need more support could feel
less capable or dependent. This dynamic may lead to feelings of inferiority,
embarrassment, or isolation among students with learning disabilities. Sometimes,
peers may avoid working with those who need more help, reinforcing social
divisions. To prevent this, educators must carefully select groups, rotate roles, and
teach respect and empathy. Peer-support systems should be structured to promote
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
equality and shared responsibility. Teachers should monitor group interactions
closely and intervene if power imbalances appear (Clasquin-Johnson, 2018).
1.4
Educators can ensure equity by providing differentiated instruction based on each
learner’s needs, interests, and abilities. This includes using various teaching
strategies, resources, and assessment methods to allow every learner to succeed.
Teachers must also create a safe and respectful environment where all learners feel
valued. Promoting positive attitudes about diversity and setting high, yet achievable,
expectations for all students helps build confidence. Regular support and feedback,
along with inclusive classroom materials, further promote fairness. Equity also
means removing barriers to learning, such as language differences, disabilities, or
lack of access to learning tools (Clasquin-Johnson, 2018).
1.5
Adaptive technology supports inclusivity by allowing learners with disabilities to
access the curriculum in ways that match their abilities. For example, speech-to-text
tools help students with writing difficulties express their thoughts. Audio books
support learners with reading challenges. Visual aids, touch-screen devices, and
interactive software make lessons more engaging and accessible. These
technologies also help learners work independently, which builds confidence.
Importantly, adaptive tools support teachers in meeting diverse learning needs
without lowering academic expectations. This reduces exclusion and helps all
learners feel part of the learning community (Clasquin-Johnson, 2018).
1.6
Over-reliance on technology may reduce face-to-face interaction and limit the
development of social skills. Students may become dependent on devices and
struggle to learn without them. Not all learners have equal access to technology,
which can increase inequality. Technical problems or lack of training can also affect
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
