INC4802
Assignment 3 2025
Unique # 816362
Due Date: 11 August 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, 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
Varsity Cube 2025 +27 81 278 3372
Assignment 3 2025
Unique # 816362
Due Date: 11 August 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, 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
Varsity Cube 2025 +27 81 278 3372
