INC3701 Assignment 6
PORTFOLIO (COMPLETE
ANSWERS) 2025 - DUE 29
September 2025
For assistance contact
Email:
, Task 1: Critical Analysis of the Teacher’s Question The teacher’s question, “Are my learners
struggling to learn or am I struggling to teach?” highlights the dual nature of challenges within
inclusive education. It compels educators to reflect critically on whether barriers to learning are
primarily within learners’ circumstances or within teaching practices. This reflective stance is
essential in inclusive classrooms where responsibility for learning is shared between teacher,
learner, and the broader system (Florian and Beaton, 2018).
Learner-related factors Many learners encounter barriers that can make learning difficult, such
as socio-economic disadvantage, limited prior educational opportunities, or learning in a
language different from their home language. For example, in South Africa, learners from rural
or under-resourced schools may face challenges such as poor nutrition, irregular attendance, and
lack of access to textbooks, which negatively affect performance (Engelbrecht and
Muthukrishna, 2019). Learners with specific learning difficulties, such as dyslexia or auditory
processing disorders, may find it challenging to decode text or follow verbal instructions,
regardless of their cognitive abilities. These factors, while residing within the learner’s context,
often require a systemic and pedagogical response from the teacher.
Teacher- and practice-related factors Conversely, a teacher’s struggle to teach can create
significant barriers to learning. These factors include a rigid curriculum that does not allow for
adaptation, a lack of professional development in inclusive methodologies, or a negative mindset
towards learner diversity. For instance, a teacher who relies solely on a single lecture-based
method may inadvertently disadvantage learners who are visual or kinesthetic learners.
Furthermore, a teacher who holds preconceived notions about a learner’s potential based on their
socio-economic background or a perceived disability creates an invisible barrier, limiting
opportunities for growth and engagement. A critical analysis therefore shifts the focus from
"fixing the learner" to "adapting the practice."
Interactional examples The interplay between learner and teacher factors is where the question
becomes most potent. Consider a learner who is unengaged and disruptive in class. A teacher
might attribute this behavior to a learner-related factor, such as poor discipline or a home
environment lacking structure. A critical analysis, however, might reveal that the teacher’s
instruction is not accessible to the learner, perhaps due to the language used or the abstract nature
of the content. The disruptive behaviour is a symptom of a teacher-related barrier—the struggle
to connect with the learner’s reality. An inclusive teacher would not only address the behaviour
but would also adjust their pedagogical approach, perhaps by using more hands-on activities,
incorporating culturally relevant examples, or providing one-on-one check-ins to build rapport.
Conclusion The question posed by the teacher is a powerful tool for promoting self-reflection. It
forces a shift from a deficit model, where learning difficulties are seen as inherent to the learner,
to a social model, where barriers are located within the system and practice of education. True
inclusive practice requires teachers to continuously assess their own methods and mindsets,
recognising that they are integral to creating an environment where all learners can succeed.
PORTFOLIO (COMPLETE
ANSWERS) 2025 - DUE 29
September 2025
For assistance contact
Email:
, Task 1: Critical Analysis of the Teacher’s Question The teacher’s question, “Are my learners
struggling to learn or am I struggling to teach?” highlights the dual nature of challenges within
inclusive education. It compels educators to reflect critically on whether barriers to learning are
primarily within learners’ circumstances or within teaching practices. This reflective stance is
essential in inclusive classrooms where responsibility for learning is shared between teacher,
learner, and the broader system (Florian and Beaton, 2018).
Learner-related factors Many learners encounter barriers that can make learning difficult, such
as socio-economic disadvantage, limited prior educational opportunities, or learning in a
language different from their home language. For example, in South Africa, learners from rural
or under-resourced schools may face challenges such as poor nutrition, irregular attendance, and
lack of access to textbooks, which negatively affect performance (Engelbrecht and
Muthukrishna, 2019). Learners with specific learning difficulties, such as dyslexia or auditory
processing disorders, may find it challenging to decode text or follow verbal instructions,
regardless of their cognitive abilities. These factors, while residing within the learner’s context,
often require a systemic and pedagogical response from the teacher.
Teacher- and practice-related factors Conversely, a teacher’s struggle to teach can create
significant barriers to learning. These factors include a rigid curriculum that does not allow for
adaptation, a lack of professional development in inclusive methodologies, or a negative mindset
towards learner diversity. For instance, a teacher who relies solely on a single lecture-based
method may inadvertently disadvantage learners who are visual or kinesthetic learners.
Furthermore, a teacher who holds preconceived notions about a learner’s potential based on their
socio-economic background or a perceived disability creates an invisible barrier, limiting
opportunities for growth and engagement. A critical analysis therefore shifts the focus from
"fixing the learner" to "adapting the practice."
Interactional examples The interplay between learner and teacher factors is where the question
becomes most potent. Consider a learner who is unengaged and disruptive in class. A teacher
might attribute this behavior to a learner-related factor, such as poor discipline or a home
environment lacking structure. A critical analysis, however, might reveal that the teacher’s
instruction is not accessible to the learner, perhaps due to the language used or the abstract nature
of the content. The disruptive behaviour is a symptom of a teacher-related barrier—the struggle
to connect with the learner’s reality. An inclusive teacher would not only address the behaviour
but would also adjust their pedagogical approach, perhaps by using more hands-on activities,
incorporating culturally relevant examples, or providing one-on-one check-ins to build rapport.
Conclusion The question posed by the teacher is a powerful tool for promoting self-reflection. It
forces a shift from a deficit model, where learning difficulties are seen as inherent to the learner,
to a social model, where barriers are located within the system and practice of education. True
inclusive practice requires teachers to continuously assess their own methods and mindsets,
recognising that they are integral to creating an environment where all learners can succeed.
