INC3701
ASSIGNMENT 6 (PORTFOLIO ASSESSMENT)
DUE 29 September 2025
INTRODUCTION
This portfolio focuses on how teachers can reflect on their role in supporting learners, use
practical strategies to create inclusive classrooms, understand the history and policies that
shape inclusive education, and think about their own journey as future educators. The aim is to
show that teaching is not just about delivering content, but about creating spaces where all
learners are valued and supported. Through reflection, critical analysis, and practical
suggestions, the tasks in this portfolio aim to explore how teaching can move beyond a one-
size-fits-all approach and instead focus on creating equitable, supportive, and engaging learning
environments. The responses that follow draw from both theoretical perspectives and practical
insights, while also emphasising the importance of teachers’ attitudes, professional growth, and
their role in shaping inclusive classrooms.
TASK 1 (20)
The question posed in the image, “Are my learners struggling to learn or am I struggling to
teach?” raises a deeply reflective issue about the relationship between teaching practice and
learners’ difficulties. At its core, the question challenges teachers to critically examine whether
barriers to learning lie solely within learners or whether they may be rooted in teaching methods,
classroom dynamics, and teacher attitudes. Often, learners’ struggles cannot be explained only
by individual deficits such as disability, language barriers, or socio-economic constraints.
Instead, they may be compounded by rigid teaching approaches, limited differentiation, or a lack
of responsiveness to diversity. For example, a teacher who presents content in only one style,
such as lecturing without incorporating visual aids or interactive methods, may unintentionally
exclude learners with different learning needs.
Another important factor lies in teachers’ attitudes towards learners. When teachers assume
that struggling learners are simply “weak” or “lazy,” they reinforce deficit thinking that blames the
ASSIGNMENT 6 (PORTFOLIO ASSESSMENT)
DUE 29 September 2025
INTRODUCTION
This portfolio focuses on how teachers can reflect on their role in supporting learners, use
practical strategies to create inclusive classrooms, understand the history and policies that
shape inclusive education, and think about their own journey as future educators. The aim is to
show that teaching is not just about delivering content, but about creating spaces where all
learners are valued and supported. Through reflection, critical analysis, and practical
suggestions, the tasks in this portfolio aim to explore how teaching can move beyond a one-
size-fits-all approach and instead focus on creating equitable, supportive, and engaging learning
environments. The responses that follow draw from both theoretical perspectives and practical
insights, while also emphasising the importance of teachers’ attitudes, professional growth, and
their role in shaping inclusive classrooms.
TASK 1 (20)
The question posed in the image, “Are my learners struggling to learn or am I struggling to
teach?” raises a deeply reflective issue about the relationship between teaching practice and
learners’ difficulties. At its core, the question challenges teachers to critically examine whether
barriers to learning lie solely within learners or whether they may be rooted in teaching methods,
classroom dynamics, and teacher attitudes. Often, learners’ struggles cannot be explained only
by individual deficits such as disability, language barriers, or socio-economic constraints.
Instead, they may be compounded by rigid teaching approaches, limited differentiation, or a lack
of responsiveness to diversity. For example, a teacher who presents content in only one style,
such as lecturing without incorporating visual aids or interactive methods, may unintentionally
exclude learners with different learning needs.
Another important factor lies in teachers’ attitudes towards learners. When teachers assume
that struggling learners are simply “weak” or “lazy,” they reinforce deficit thinking that blames the
