Welcome to Inclusive Teaching and Learning


9. Assumptions we have made in writing this course

Learning to teach is demanding and takes time. Pedagogic change requires collaboration, practise and reflection, particularly when teachers are being asked to adopt practices that they have not themselves experienced. In order to write this course we have had to make a number of assumptions:

  • Participants will be working in a range of different contexts and will have a range of different experiences.
  • There are no ‘right answers’ to the problems of inclusive education. This course encourages participants to examine their own context and apply the ideas presented, appropriately. The course will be successful if participants ‘own’ the challenges they face and develop ways of working collaboratively to identify local solutions to those problems.

You should now go to Week 1 of the course.


Sarton, E and Smith, M. (2019) The challenge of inclusion for children with disabilities – experiences of implementation in Eastern and Southern Africa. Available from: https://blogs.unicef.org/blog/challenge-inclusion-children-with-disabilities/

Schweisfurth, M. (2013). Learner-centred Education in International Perspective: whose pedagogy for whose development? Abingdon: Routledge.