OPV 222

SUPPORTIVE
LEARNING
ENVIRONMENTS

UNIT 2.3
FRAMEWORK OF AN INCLUSIVE
PEDAGOGICAL APPROACH
 Learning Objectives

Interpret how hybrid Evaluate the relevance

inclusive education can of inclusive pedagogy
be used to address to the South African
diverse learning needs context
 “Children and young people are entitled to
an education that has their best interests at
heart, and develops their personality, talents
and abilities to the full.

Fair and equal education recognises

differences in children and young people’s
experiences, interests and backgrounds and
ensures equality in access and provision”.

(BERA (2015) Fair and equal education: An

evidence-based policy manifesto that
respects children and young people)
 INCLUSIVE PEDAGOGICAL APPROACH

 Pedagogy/pedagogical: The interactions between teachers, students, learning environment

and learning tasks.
 Inclusive pedagogy: A method of teaching where the educator and the learner work together
in creating a supportive environment that gives all learners equal access to learning.
 Inclusive pedagogy wants to create a learning environment that does not limit the
expectations of the teacher, as well as the learners (Spratt and Florian, 2013).
 It doesn’t want to segregate learners by placing them in different schools, teaching them in a
different and specialized way because of their dis-abilities, but wants to create one learning
environment in which all the practices and resources that exist in that particular learning
environment are accessible to all children.
 Inclusive pedagogy rejects labelling children. Its focus is on providing a framework for
learning.
 3 key  1. Differences must be accounted for as an

principles essential aspect of human development in

any conceptualisation of learning.
underpinning  2. Teachers must believe that they are
inclusive capable of and qualified to teach all children.

pedagogy  3. The profession must continually develop

creative ways of working with others.

Spratt and Florian, (2013)

AN INCLUSIVE PEDAGOGY CATERS FOR:

Multisensory Learning
 Teaching methods that involve more than
one sense at a time.
MULTI-
SENSORY
TEACHING
AN INCLUSIVE PEDAGOGICAL APPROACH
TWO MAIN ASPECTS OF INCLUSIVE PEDAGOGY
 UNIVERSAL DESIGN FOR INSTRUCTION (UDI):

 “Universal” in this framework refers to being flexible to meet the needs of all
learners.
 Universal design for instruction (UDI) is an educational framework for applying
universal design principles to learning environments with a goal toward greater
accessibility for all students, including students with disabilities.
 It describes a way in which the curriculum is structured from the beginning to
the end to reduce barriers, and to provide support across individual differences.
 It doesn’t adopt a “one-size fits all” solution to learning, but it provides learning
that is flexible, and customized to meet individual needs.
 UNIVERSAL DESIGN FOR INSTRUCTION
According to McGuire, Scott and Shaw (2006:170) a Universal Design to Instruction can be achieved
through the observation of the following 7 principles:

Simple and
Equitable use Flexibility in use
intuitive

Perceptible Tolerance for Low physical

information error effort

Size and space

A community of Instructional
for approach and
learners climate
use
UNIVERSAL DESIGN FOR INSTRUCTION (UDI):
 KEY ASPECTS OF UNIVERSAL DESIGN FOR INSTRUCTION (UDI):

a) Multiple Means of Representation

b) Multiple Means of Engagement

c) Multiple Means of Expression

d) Flexibility and Accessibility

e) Collaboration and Support:

ZONE OF PROXIMAL DEVELOPMENT
ZONE OF PROXIMAL DEVELOPMENT
CONTINUED…
The Framework of an inclusive pedagogical
approach is growing as inclusive education
is. South African scholars and researchers
need to develop culturally appropriate CONCLUSION
inclusive pedagogy frameworks which will
address diverse learning needs of learners in
the education systems of the 21st century.