, INC3701 ASSIGNMENT 4
DUE DATE: 17 JULY 2026
QUESTION 1
1.1 Four key barriers to learning and participation (4)
One major barrier evident in the case study is socio-economic disadvantage, as many
learners arrive at school hungry due to widespread food insecurity. This directly affects
concentration, memory, and classroom engagement, limiting learning opportunities
(UNESCO, 2017).
A second barrier is large class sizes combined with limited teaching resources,
which reduces teachers’ ability to provide differentiated support and respond to
diverse learning needs. This creates an environment where struggling learners are
easily left behind (Department of Basic Education [DBE], 2014).
A third barrier is negative peer relations, specifically increasing bullying, which
affects learners’ emotional safety and willingness to participate in learning activities. A
lack of safe schooling environments is widely recognised as a major barrier to inclusion
(UNICEF, 2021).
A fourth barrier is negative attitudes towards inclusion, where some teachers believe
that learners who struggle should be removed from mainstream classes. This reflects an
exclusionary mindset that undermines inclusive education principles (Ainscow, 2005).
1.2 Supportive and hindering attitudes/practices (4)
Supportive practices
One supportive practice is the principal’s emphasis on building a culture of care and
collaboration, which aligns with inclusive education goals that prioritise learner well-
being and shared responsibility for learning (DBE, 2014).
A second supportive factor is the availability of an NGO offering counselling services,
which could strengthen psychosocial support systems and help address behavioural
and emotional challenges among learners (UNICEF, 2021).
Hindering practices
DUE DATE: 17 JULY 2026
QUESTION 1
1.1 Four key barriers to learning and participation (4)
One major barrier evident in the case study is socio-economic disadvantage, as many
learners arrive at school hungry due to widespread food insecurity. This directly affects
concentration, memory, and classroom engagement, limiting learning opportunities
(UNESCO, 2017).
A second barrier is large class sizes combined with limited teaching resources,
which reduces teachers’ ability to provide differentiated support and respond to
diverse learning needs. This creates an environment where struggling learners are
easily left behind (Department of Basic Education [DBE], 2014).
A third barrier is negative peer relations, specifically increasing bullying, which
affects learners’ emotional safety and willingness to participate in learning activities. A
lack of safe schooling environments is widely recognised as a major barrier to inclusion
(UNICEF, 2021).
A fourth barrier is negative attitudes towards inclusion, where some teachers believe
that learners who struggle should be removed from mainstream classes. This reflects an
exclusionary mindset that undermines inclusive education principles (Ainscow, 2005).
1.2 Supportive and hindering attitudes/practices (4)
Supportive practices
One supportive practice is the principal’s emphasis on building a culture of care and
collaboration, which aligns with inclusive education goals that prioritise learner well-
being and shared responsibility for learning (DBE, 2014).
A second supportive factor is the availability of an NGO offering counselling services,
which could strengthen psychosocial support systems and help address behavioural
and emotional challenges among learners (UNICEF, 2021).
Hindering practices
