INC3701
ASSIGNMENT 4
DUE DATE: 17 JULY 2026
,INC3701 ASSIGNMENT 4 2026
DUE 27 JULY 2026
QUESTION 1
Read the case study below and answer the questions that follow. The case study presented
below is a fictional scenario modelled by the lecturer for academic illustration purposes.
Case Study: Themba Lethu Primary School
Themba Lethu Primary School is in a semi-urban community facing high levels of unemployment
and food insecurity. The reports of bullying the school receives are on the increase. Many learners
arrive at school hungry and struggle to focus in class. Teachers often complain that large class
sizes and limited resources make it difficult to support diverse learning needs.
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).
ASSIGNMENT 4
DUE DATE: 17 JULY 2026
,INC3701 ASSIGNMENT 4 2026
DUE 27 JULY 2026
QUESTION 1
Read the case study below and answer the questions that follow. The case study presented
below is a fictional scenario modelled by the lecturer for academic illustration purposes.
Case Study: Themba Lethu Primary School
Themba Lethu Primary School is in a semi-urban community facing high levels of unemployment
and food insecurity. The reports of bullying the school receives are on the increase. Many learners
arrive at school hungry and struggle to focus in class. Teachers often complain that large class
sizes and limited resources make it difficult to support diverse learning needs.
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).
