, QUESTION 1 (20 marks)
Question 1.1: Four key barriers to learning and participation evident in the case study (4 marks)
The following barriers to learning and participation are evident in the case study:
Poverty and food insecurity – Many learners arrive at school hungry, which negatively affects
their concentration, participation, and academic performance (Department of Basic Education,
2014).
Bullying and behavioural challenges – Increasing incidents of bullying and behavioural
difficulties create an unsafe learning environment and hinder learner participation.
Negative attitudes towards inclusion – Some teachers believe that learners who experience
learning difficulties should be removed from mainstream classrooms, which contradicts
inclusive education principles (Department of Education, 2001).
Limited parental involvement and school resources – Poor attendance at school meetings, large
class sizes, and limited teaching resources reduce the school's ability to provide adequate
support to learners.
Question 1.2: How the school's current attitudes and practices support or hinder an inclusive
school community (4 marks)
Supportive examples
The School-Based Support Team (SBST) is actively identifying challenges.
The SBST has recognised behavioural difficulties among learners, demonstrating a commitment
to identifying and addressing barriers to learning (Department of Education, 2001).
The principal promotes a culture of care and collaboration.
By emphasising learner well-being and academic achievement, the principal supports the
development of an inclusive and supportive school environment.
Hindering examples
Some teachers favour segregated education.
The belief that struggling learners should be removed from ordinary classrooms reflects a
deficit-based approach that undermines inclusion and equal participation (Department of
Education, 2001).
Limited collaboration with caregivers and community partners.
The school has not yet developed a plan to work with the NGO offering counselling services,
and caregiver involvement remains low, reducing opportunities for holistic learner support.
Question 1.1: Four key barriers to learning and participation evident in the case study (4 marks)
The following barriers to learning and participation are evident in the case study:
Poverty and food insecurity – Many learners arrive at school hungry, which negatively affects
their concentration, participation, and academic performance (Department of Basic Education,
2014).
Bullying and behavioural challenges – Increasing incidents of bullying and behavioural
difficulties create an unsafe learning environment and hinder learner participation.
Negative attitudes towards inclusion – Some teachers believe that learners who experience
learning difficulties should be removed from mainstream classrooms, which contradicts
inclusive education principles (Department of Education, 2001).
Limited parental involvement and school resources – Poor attendance at school meetings, large
class sizes, and limited teaching resources reduce the school's ability to provide adequate
support to learners.
Question 1.2: How the school's current attitudes and practices support or hinder an inclusive
school community (4 marks)
Supportive examples
The School-Based Support Team (SBST) is actively identifying challenges.
The SBST has recognised behavioural difficulties among learners, demonstrating a commitment
to identifying and addressing barriers to learning (Department of Education, 2001).
The principal promotes a culture of care and collaboration.
By emphasising learner well-being and academic achievement, the principal supports the
development of an inclusive and supportive school environment.
Hindering examples
Some teachers favour segregated education.
The belief that struggling learners should be removed from ordinary classrooms reflects a
deficit-based approach that undermines inclusion and equal participation (Department of
Education, 2001).
Limited collaboration with caregivers and community partners.
The school has not yet developed a plan to work with the NGO offering counselling services,
and caregiver involvement remains low, reducing opportunities for holistic learner support.
