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Premised on the theoretical assumptions of social constructivism and multiple intelligences, the purpose of this conceptual study was to investigate teaching approaches which are compatible with the learning styles of first-year accounting student teachers from a theoretical perspective. Being a conceptual study in nature, data was collected from a host of sources on learning styles, teaching approaches, social constructivism and multiple intelligences. The study established that while not all first-year accounting student teachers are able or do not prefer to learn everything in the same way, social constructivist centred approaches are highly compatible with most of the students’ learning styles. Based on literature verdicts, the study recommends the application of the principles of social constructivism in accounting lesson presentations. It is also recommended that accounting lecturers should orchestrate all teaching and learning activities around student needs and their learning styles. Furthermore, the findings from literature review provide a sound basis to recommend that students must always be at the centre of all teaching and learning, regardless of the pedagogical beliefs and preferred teaching approaches of the accounting lecturer.

The purpose of this research is to establish factors impacting the application of an inclusive education policy on screening, identification, assessment, and support of learners at schools in South Africa. The paradigm of the research is interpretivist because the policy is aligned to Bronfenbrenner’s bioecological theory which attests that, for an education system to be effectively inclusive, there should be a shift from a paradigm that views barriers within a learner in isolation to a paradigm that views the barriers in a learner. There is interconnectedness of the barriers with the rest of the systems within and outside the learner. The participants were seven school principals and five members of the district-based support team, who were purposefully sampled. Individual semi-structured interviews were conducted to elicit information on factors impacting the application of the policy. Data were analysed using the themes that emerged from the responses of the participants. Results reveal that the educators’ character traits, internal training and development, perceived policy application, and internal and external support for learners experiencing learning barriers impact policy application. The study recommends that aspiring educators must be adequately trained about policy at training institutions. Educators must be capacitated on policy application and every school must appoint a psychometric assessor who will provide information to educators on how best to support learners with learning barriers. The psychometric assessor must coordinate with the district-based support team for external support needs in policy implementation.