INC3701 ASSIGNMENT 4 2026
DUE 27 JULY 2026
1.1 Four Key Barriers to Learning and Participation in Themba Lethu Primary
School
1. Socio-economic barriers (food insecurity and poverty): The case study states
that "many learners arrive at school hungry and struggle to focus in class." This directly
impacts learners' ability to concentrate, participate, and achieve academically.
According to the study guide, poverty creates a cycle where children who are hungry
cannot focus on learning
(INC3701 Study Guide, p. 86-87).
2. Systemic and structural barriers (large class sizes and limited
resources): Teachers complain that "large class sizes and limited resources make it
difficult to support diverse learning needs." This represents an institutional barrier where
the education system fails to provide adequate conditions for inclusive teaching
(Teaching for All Unit 1, p. 13).
3. Attitudinal barriers (teachers' beliefs about separation): Several teachers believe
that learners who struggle "should be removed from ordinary classes and taught
separately." This reflects a medical/deficit model approach that locates the problem
within the learner rather than examining how teaching practices and systems can be
adapted
(INC3701 Study Guide, p. 35-36).
,4. Social and relational barriers (caregiver non-involvement and
bullying): Caregivers rarely attend school meetings because they "work long hours or
are intimidated by the school environment." Additionally, "reports of bullying are on the
increase." These barriers affect learners' sense of safety and belonging (Teaching for
All Unit 3, p. 17-18).
1.2 Supportive and Hindering Practices for Developing an Inclusive School
Community
Supportive practices:
The principal's emphasis on a culture of care and collaboration: The principal
"emphasised that the school must strengthen its culture of care and collaboration to
support learner well-being and academic achievement." This demonstrates
leadership commitment to inclusive values, which is essential for creating inclusive
school cultures (INC3701 Study Guide, p. 137-138).
The existence of a School-Based Support Team (SBST): The SBST "has recently
noticed behavioural challenges, especially among Grade 4 and 5 learners." The
presence of this structure, as mandated by the SIAS policy, provides a mechanism
for identifying and addressing barriers (SIAS Policy, DBE 2014).
Hindering practices:
Teachers' belief in segregation: Teachers who believe struggling learners "should be
removed from ordinary classes" perpetuate exclusionary practices. This reflects
medical model thinking where the child is seen as "faulty" rather than examining
systemic barriers (INC3701 Study Guide, p. 124; Table 3.2).
Lack of caregiver involvement and intimidating school environment: The fact that
"caregivers or parents rarely attend school meetings, partly because many work long
hours or are intimidated by the school environment" represents a significant barrier
to building collaborative partnerships essential for inclusive school communities
(Teaching for All Unit 3, p. 41-42).
, 1.3 Three Practical Strategies to Promote Learner Agency
Strategy 1: Establishing a peer support and buddy system
Teachers could implement a structured peer support programme where learners are
paired to support each other's learning and social integration. This strategy is
appropriate because it addresses the bullying problem by fostering positive
relationships and builds on the principle of Ubuntu "a person is a person through their
relationship with others" (INC3701 Study Guide, p. 32). It also empowers learners to
take active roles in creating a supportive classroom community.
Strategy 2: Creating student leadership and voice committees
Teachers could establish class representative councils where learners identify
challenges affecting their learning and propose solutions. This strategy is appropriate
because learner agency involves learners being "actively engaged in their learning" and
having "the power to act and the skills to take responsibility for their own learning"
(INC3701 Study Guide, p. 21). In a context with food insecurity, learners could advocate
for improved feeding schemes and identify peers who need additional support.
Strategy 3: Implementing collaborative goal-setting and self-monitoring
Teachers could work with learners to set individual learning and behavioural goals, with
regular check-ins where learners reflect on their progress. This strategy is appropriate
because it shifts from teacher-centred control to learner-centred pedagogy, developing
"learner autonomy and initiative by giving learners the responsibility of actively
constructing knowledge" (INC3701 Study Guide, p. 143). This can be particularly
effective for addressing behavioural challenges by giving learners ownership of their
behaviour change.
DUE 27 JULY 2026
1.1 Four Key Barriers to Learning and Participation in Themba Lethu Primary
School
1. Socio-economic barriers (food insecurity and poverty): The case study states
that "many learners arrive at school hungry and struggle to focus in class." This directly
impacts learners' ability to concentrate, participate, and achieve academically.
According to the study guide, poverty creates a cycle where children who are hungry
cannot focus on learning
(INC3701 Study Guide, p. 86-87).
2. Systemic and structural barriers (large class sizes and limited
resources): Teachers complain that "large class sizes and limited resources make it
difficult to support diverse learning needs." This represents an institutional barrier where
the education system fails to provide adequate conditions for inclusive teaching
(Teaching for All Unit 1, p. 13).
3. Attitudinal barriers (teachers' beliefs about separation): Several teachers believe
that learners who struggle "should be removed from ordinary classes and taught
separately." This reflects a medical/deficit model approach that locates the problem
within the learner rather than examining how teaching practices and systems can be
adapted
(INC3701 Study Guide, p. 35-36).
,4. Social and relational barriers (caregiver non-involvement and
bullying): Caregivers rarely attend school meetings because they "work long hours or
are intimidated by the school environment." Additionally, "reports of bullying are on the
increase." These barriers affect learners' sense of safety and belonging (Teaching for
All Unit 3, p. 17-18).
1.2 Supportive and Hindering Practices for Developing an Inclusive School
Community
Supportive practices:
The principal's emphasis on a culture of care and collaboration: The principal
"emphasised that the school must strengthen its culture of care and collaboration to
support learner well-being and academic achievement." This demonstrates
leadership commitment to inclusive values, which is essential for creating inclusive
school cultures (INC3701 Study Guide, p. 137-138).
The existence of a School-Based Support Team (SBST): The SBST "has recently
noticed behavioural challenges, especially among Grade 4 and 5 learners." The
presence of this structure, as mandated by the SIAS policy, provides a mechanism
for identifying and addressing barriers (SIAS Policy, DBE 2014).
Hindering practices:
Teachers' belief in segregation: Teachers who believe struggling learners "should be
removed from ordinary classes" perpetuate exclusionary practices. This reflects
medical model thinking where the child is seen as "faulty" rather than examining
systemic barriers (INC3701 Study Guide, p. 124; Table 3.2).
Lack of caregiver involvement and intimidating school environment: The fact that
"caregivers or parents rarely attend school meetings, partly because many work long
hours or are intimidated by the school environment" represents a significant barrier
to building collaborative partnerships essential for inclusive school communities
(Teaching for All Unit 3, p. 41-42).
, 1.3 Three Practical Strategies to Promote Learner Agency
Strategy 1: Establishing a peer support and buddy system
Teachers could implement a structured peer support programme where learners are
paired to support each other's learning and social integration. This strategy is
appropriate because it addresses the bullying problem by fostering positive
relationships and builds on the principle of Ubuntu "a person is a person through their
relationship with others" (INC3701 Study Guide, p. 32). It also empowers learners to
take active roles in creating a supportive classroom community.
Strategy 2: Creating student leadership and voice committees
Teachers could establish class representative councils where learners identify
challenges affecting their learning and propose solutions. This strategy is appropriate
because learner agency involves learners being "actively engaged in their learning" and
having "the power to act and the skills to take responsibility for their own learning"
(INC3701 Study Guide, p. 21). In a context with food insecurity, learners could advocate
for improved feeding schemes and identify peers who need additional support.
Strategy 3: Implementing collaborative goal-setting and self-monitoring
Teachers could work with learners to set individual learning and behavioural goals, with
regular check-ins where learners reflect on their progress. This strategy is appropriate
because it shifts from teacher-centred control to learner-centred pedagogy, developing
"learner autonomy and initiative by giving learners the responsibility of actively
constructing knowledge" (INC3701 Study Guide, p. 143). This can be particularly
effective for addressing behavioural challenges by giving learners ownership of their
behaviour change.
