, QUESTION 1
1.1 Four Key Barriers to Learning and Participation Evident in the Case Study (4 Marks)
The first barrier to learning is food insecurity and poverty. Many learners arrive at school
hungry, making it difficult for them to concentrate, participate actively in lessons, and achieve
academically. Hunger negatively affects cognitive functioning, memory, and classroom
engagement (Department of Education, 2001).
The second barrier is bullying. The increase in bullying reports creates an unsafe learning
environment that may cause anxiety, low self-esteem, absenteeism, and poor academic
performance among affected learners (UNESCO, 2019).
The third barrier is large class sizes and limited resources. Teachers struggle to provide
individualised support and accommodate diverse learning needs when classrooms are
overcrowded and resources are insufficient. This limits meaningful participation and inclusive
teaching practices (Donohue & Bornman, 2014).
The fourth barrier is negative attitudes towards inclusion among some teachers. The belief
that learners who struggle should be removed from mainstream classrooms contradicts the
principles of inclusive education and may result in exclusion, labelling, and unequal learning
opportunities (Department of Education, 2001).
1.2 How the School’s Current Attitudes and Practices Either Support or Hinder the
Development of an Inclusive School Community (4 Marks)
Supportive Examples
One supportive practice is the involvement of the School-Based Support Team (SBST). The
SBST has identified behavioural challenges among learners, demonstrating a commitment to
recognising and addressing barriers to learning and participation. School support structures are
essential for promoting inclusion and learner support (Walton, 2018).
1.1 Four Key Barriers to Learning and Participation Evident in the Case Study (4 Marks)
The first barrier to learning is food insecurity and poverty. Many learners arrive at school
hungry, making it difficult for them to concentrate, participate actively in lessons, and achieve
academically. Hunger negatively affects cognitive functioning, memory, and classroom
engagement (Department of Education, 2001).
The second barrier is bullying. The increase in bullying reports creates an unsafe learning
environment that may cause anxiety, low self-esteem, absenteeism, and poor academic
performance among affected learners (UNESCO, 2019).
The third barrier is large class sizes and limited resources. Teachers struggle to provide
individualised support and accommodate diverse learning needs when classrooms are
overcrowded and resources are insufficient. This limits meaningful participation and inclusive
teaching practices (Donohue & Bornman, 2014).
The fourth barrier is negative attitudes towards inclusion among some teachers. The belief
that learners who struggle should be removed from mainstream classrooms contradicts the
principles of inclusive education and may result in exclusion, labelling, and unequal learning
opportunities (Department of Education, 2001).
1.2 How the School’s Current Attitudes and Practices Either Support or Hinder the
Development of an Inclusive School Community (4 Marks)
Supportive Examples
One supportive practice is the involvement of the School-Based Support Team (SBST). The
SBST has identified behavioural challenges among learners, demonstrating a commitment to
recognising and addressing barriers to learning and participation. School support structures are
essential for promoting inclusion and learner support (Walton, 2018).
