UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education
⋄
INCLUSIVE EDUCATION
Assignment 4 – Semester 1, 2026
⋄
Module Code: INC3701
Module Name: Inclusive Education
Assignment No.: Assignment 4
Due Date: 17 July 2026
Semester: Semester 1, 2026
Submitted in partial fulfilment of the requirements for INC3701: Inclusive Education
at the University of South Africa.
, UNISA | INC3701 Inclusive Education – Assignment 4
Question 1: Barriers, Attitudes, Strategies and Collaboration at Themba Lethu
Primary School
The case study of Themba Lethu Primary School illustrates many of the complex, interlock-
ing challenges that South African schools face when trying to create inclusive learning envi-
ronments. As Engelbrecht (2020) and Motitswe et al. (2025) argue, inclusive education is not
simply a matter of enrolling all learners in the same classroom; it demands that schools ac-
tively identify and address the social, systemic and attitudinal barriers that exclude learners
from meaningful participation.
1.1 Four Key Barriers to Learning and Participation
Barriers to learning refer to the difficulties that arise within the education system as a whole,
at the learning site, or within the learner, which prevent access to learning and development
(Department of Basic Education [DBE], 2014). Four key barriers are evident in this case study.
First, socioeconomic barriers. Many learners arrive at school hungry due to high levels of
unemployment and food insecurity in the community. Food insecurity impairs cognitive func-
tion, concentration and emotional regulation, making it extremely difficult for learners to en-
gage with the curriculum (Chirowamhangu, 2024). Hunger therefore constitutes a significant
extrinsic barrier to learning.
Second, attitudinal barriers. Several teachers hold the belief that learners who “struggle”
should be removed from ordinary classes and taught separately. Motitswe et al. (2025) con-
firm that such attitudes persist in South African schools and reflect the medical deficit model,
which focuses on a learner’s perceived deficiency rather than the system’s responsibility to
adapt. This attitude directly hinders inclusion.
Third, resource and systemic barriers. Large class sizes and limited resources make it
difficult for teachers to differentiate instruction and respond to diverse learning needs. The
absence of adequate human and material resources is a recurring structural barrier to inclusive
education in South Africa (Mahlaule, McCrindle and Napoles, 2024).
Fourth, social barriers, including bullying. The increasing reports of bullying constitute
a barrier to participation and psychological safety. Learners who are bullied cannot engage
freely in classroom activities and may avoid attending school altogether, which further limits
their access to learning (Motitswe et al., 2025).
Page 1 of 13
College of Education
⋄
INCLUSIVE EDUCATION
Assignment 4 – Semester 1, 2026
⋄
Module Code: INC3701
Module Name: Inclusive Education
Assignment No.: Assignment 4
Due Date: 17 July 2026
Semester: Semester 1, 2026
Submitted in partial fulfilment of the requirements for INC3701: Inclusive Education
at the University of South Africa.
, UNISA | INC3701 Inclusive Education – Assignment 4
Question 1: Barriers, Attitudes, Strategies and Collaboration at Themba Lethu
Primary School
The case study of Themba Lethu Primary School illustrates many of the complex, interlock-
ing challenges that South African schools face when trying to create inclusive learning envi-
ronments. As Engelbrecht (2020) and Motitswe et al. (2025) argue, inclusive education is not
simply a matter of enrolling all learners in the same classroom; it demands that schools ac-
tively identify and address the social, systemic and attitudinal barriers that exclude learners
from meaningful participation.
1.1 Four Key Barriers to Learning and Participation
Barriers to learning refer to the difficulties that arise within the education system as a whole,
at the learning site, or within the learner, which prevent access to learning and development
(Department of Basic Education [DBE], 2014). Four key barriers are evident in this case study.
First, socioeconomic barriers. Many learners arrive at school hungry due to high levels of
unemployment and food insecurity in the community. Food insecurity impairs cognitive func-
tion, concentration and emotional regulation, making it extremely difficult for learners to en-
gage with the curriculum (Chirowamhangu, 2024). Hunger therefore constitutes a significant
extrinsic barrier to learning.
Second, attitudinal barriers. Several teachers hold the belief that learners who “struggle”
should be removed from ordinary classes and taught separately. Motitswe et al. (2025) con-
firm that such attitudes persist in South African schools and reflect the medical deficit model,
which focuses on a learner’s perceived deficiency rather than the system’s responsibility to
adapt. This attitude directly hinders inclusion.
Third, resource and systemic barriers. Large class sizes and limited resources make it
difficult for teachers to differentiate instruction and respond to diverse learning needs. The
absence of adequate human and material resources is a recurring structural barrier to inclusive
education in South Africa (Mahlaule, McCrindle and Napoles, 2024).
Fourth, social barriers, including bullying. The increasing reports of bullying constitute
a barrier to participation and psychological safety. Learners who are bullied cannot engage
freely in classroom activities and may avoid attending school altogether, which further limits
their access to learning (Motitswe et al., 2025).
Page 1 of 13
