INC3701
Assignment 6 PORTFOLIO 2025
2 2025
Unique Number:
Due date: 29 September 2025
TASK 1
The teacher’s reflective question, ―Are my learners struggling to learn or am I struggling to
teach?‖ speaks to the heart of inclusive education. It forces us to shift from blaming learners
for underachievement to examining teaching practices and the broader education system.
Seeing learning difficulties as learner deficits creates exclusion, whereas viewing them as
professional challenges encourages teachers to adapt, innovate, and create environments
that support all learners (Sayed, 2003).
Factors Contributing to Learners’ Struggles
Learners may struggle due to multiple interrelated factors. Poverty, inequality, and limited
resources often impact access to quality education in South Africa. Many learners come
from homes where food insecurity, lack of parental support, and exposure to trauma hinder
concentration and academic success. Language barriers are another significant factor.
Learners may be taught in a second or third language, which affects comprehension and
expression. Cultural differences between the school curriculum and learners’ lived realities
can also alienate learners (Grol, 2000).
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
INTRODUCTION
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
This portfolio presents a critical exploration of inclusive education and the
responsibilities of teachers in creating supportive learning environments. The first
task examines the reflective question, “Are my learners struggling to learn or am I
struggling to teach?”, encouraging an analysis of learner difficulties as professional
challenges rather than deficits. The second task builds on this by suggesting
practical classroom strategies that promote inclusivity and success for all learners,
regardless of background or ability. Task three provides a deeper analysis of the
South African context, tracing the historical, political, cultural, and economic
influences that shape inclusive education while highlighting key policies and their
local application. The task also considers the ongoing challenges and opportunities
in advancing equity in education. Finally, task four is a personal reflection that draws
on inspiration from past educators, outlines my motivation to teach, identifies my
strengths and growth areas, and shares my vision of becoming an inclusive teacher.
TASK 1
The teacher’s reflective question, ―Are my learners struggling to learn or am I
struggling to teach?‖ speaks to the heart of inclusive education. It forces us to shift
from blaming learners for underachievement to examining teaching practices and the
broader education system. Seeing learning difficulties as learner deficits creates
exclusion, whereas viewing them as professional challenges encourages teachers to
adapt, innovate, and create environments that support all learners (Sayed, 2003).
Factors Contributing to Learners’ Struggles
Learners may struggle due to multiple interrelated factors. Poverty, inequality, and
limited resources often impact access to quality education in South Africa. Many
learners come from homes where food insecurity, lack of parental support, and
exposure to trauma hinder concentration and academic success. Language barriers
are another significant factor. Learners may be taught in a second or third language,
which affects comprehension and expression. Cultural differences between the
school curriculum and learners’ lived realities can also alienate learners (Grol, 2000).
Special educational needs add further complexity. Learners with disabilities often
lack the necessary support, such as assistive devices, adapted materials, or
Assignment 6 PORTFOLIO 2025
2 2025
Unique Number:
Due date: 29 September 2025
TASK 1
The teacher’s reflective question, ―Are my learners struggling to learn or am I struggling to
teach?‖ speaks to the heart of inclusive education. It forces us to shift from blaming learners
for underachievement to examining teaching practices and the broader education system.
Seeing learning difficulties as learner deficits creates exclusion, whereas viewing them as
professional challenges encourages teachers to adapt, innovate, and create environments
that support all learners (Sayed, 2003).
Factors Contributing to Learners’ Struggles
Learners may struggle due to multiple interrelated factors. Poverty, inequality, and limited
resources often impact access to quality education in South Africa. Many learners come
from homes where food insecurity, lack of parental support, and exposure to trauma hinder
concentration and academic success. Language barriers are another significant factor.
Learners may be taught in a second or third language, which affects comprehension and
expression. Cultural differences between the school curriculum and learners’ lived realities
can also alienate learners (Grol, 2000).
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
INTRODUCTION
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
This portfolio presents a critical exploration of inclusive education and the
responsibilities of teachers in creating supportive learning environments. The first
task examines the reflective question, “Are my learners struggling to learn or am I
struggling to teach?”, encouraging an analysis of learner difficulties as professional
challenges rather than deficits. The second task builds on this by suggesting
practical classroom strategies that promote inclusivity and success for all learners,
regardless of background or ability. Task three provides a deeper analysis of the
South African context, tracing the historical, political, cultural, and economic
influences that shape inclusive education while highlighting key policies and their
local application. The task also considers the ongoing challenges and opportunities
in advancing equity in education. Finally, task four is a personal reflection that draws
on inspiration from past educators, outlines my motivation to teach, identifies my
strengths and growth areas, and shares my vision of becoming an inclusive teacher.
TASK 1
The teacher’s reflective question, ―Are my learners struggling to learn or am I
struggling to teach?‖ speaks to the heart of inclusive education. It forces us to shift
from blaming learners for underachievement to examining teaching practices and the
broader education system. Seeing learning difficulties as learner deficits creates
exclusion, whereas viewing them as professional challenges encourages teachers to
adapt, innovate, and create environments that support all learners (Sayed, 2003).
Factors Contributing to Learners’ Struggles
Learners may struggle due to multiple interrelated factors. Poverty, inequality, and
limited resources often impact access to quality education in South Africa. Many
learners come from homes where food insecurity, lack of parental support, and
exposure to trauma hinder concentration and academic success. Language barriers
are another significant factor. Learners may be taught in a second or third language,
which affects comprehension and expression. Cultural differences between the
school curriculum and learners’ lived realities can also alienate learners (Grol, 2000).
Special educational needs add further complexity. Learners with disabilities often
lack the necessary support, such as assistive devices, adapted materials, or
