Abstract

This paper discusses some of the limitations of our common practices as educational practitioners. We may not
pay attention to the needs of a neurodiverse society. Instead, we may incorrectly assume the existence of
idealistic individuals in our learning environments. There are a number of areas related to assessment that we can
improve on, following some reflections. We may continue to be didactic in our delivery despite its inherent
deficiencies. A balance between theoretical concepts and practical work may not be achieved. We may fail to
thoroughly understand the concepts of higher-order learning and put them into practice appropriately. The time
factor in learning processes may not get the significance it deserves leading to sub-optimal environments. The
need to address learner motivation levels may get neglected without understanding the serious consequences. We
may allow non-educational bodies to dictate terms on our curricular, sacrificing important pedagogical and
human principles. The socio-economic conditions may unnecessarily impact learners much more than individual
neurological and psychological characteristics. We present these limitations and suggest how an authentic
learning experience can be achieved by overcoming them.

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