, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1. State whether each of the following statements is true or false.
1.1.1 T – Inclusion focuses on offering learners fair opportunities to advance, regardless of their
diverse needs. (DPP1501, Study Guide, p. 13)
1.1.2 T – Inclusion in education is both a basic human right and the basis for building a more
equitable and diverse community. (DPP1501, Study Guide, p. 14)
1.1.3 T – The SIAS defines barriers to learning as “difficulties that arise within the education system
as a whole”. (DPP1501, Study Guide, p. 14)
1.1.4 T – Labelling learners with learning difficulties by placing them in special schools reflects
negative and discriminatory attitudes. (DPP1501, Study Guide, p. 15)
1.1.5 F – Unsafe and inaccessible buildings frequently restrict learners with physical disabilities (e.g.,
wheelchair users, blind learners), not specifically hearing difficulties. (DPP1501, Study Guide, pp.
15–16)
1.1.6 T – The African philosophy of ubuntu relates to an individual’s ability to treat others with
sensitivity, respect, and dignity. (DPP1501, Study Guide, p. 17)
1.1.7 T – According to the Salamanca Statement (UNESCO, 1994), academic programmes and
instruction should be adaptable and meaningful to ensure greater accessibility in education.
(DPP1501, Study Guide, p. 26)
1.1.8 T – Differentiation of inclusive teaching strategies involves making modifications to the
learning environment, learning content, and teaching methodologies, as well as to assessment.
(DPP1501, Study Guide, p. 28)
1.1.9 F – At the beginning of the year, baseline assessment (not formative assessment) is carried out
to set a reference point for subsequent measurements and forecasts. (DPP1501, Study Guide, p. 32)
1.1.10 F – Formative assessment (not summative assessment) involves an ongoing, typically
informal process aimed at tracking and supporting learners’ progress. (DPP1501, Study Guide, p. 33)
Question 1
1.1. State whether each of the following statements is true or false.
1.1.1 T – Inclusion focuses on offering learners fair opportunities to advance, regardless of their
diverse needs. (DPP1501, Study Guide, p. 13)
1.1.2 T – Inclusion in education is both a basic human right and the basis for building a more
equitable and diverse community. (DPP1501, Study Guide, p. 14)
1.1.3 T – The SIAS defines barriers to learning as “difficulties that arise within the education system
as a whole”. (DPP1501, Study Guide, p. 14)
1.1.4 T – Labelling learners with learning difficulties by placing them in special schools reflects
negative and discriminatory attitudes. (DPP1501, Study Guide, p. 15)
1.1.5 F – Unsafe and inaccessible buildings frequently restrict learners with physical disabilities (e.g.,
wheelchair users, blind learners), not specifically hearing difficulties. (DPP1501, Study Guide, pp.
15–16)
1.1.6 T – The African philosophy of ubuntu relates to an individual’s ability to treat others with
sensitivity, respect, and dignity. (DPP1501, Study Guide, p. 17)
1.1.7 T – According to the Salamanca Statement (UNESCO, 1994), academic programmes and
instruction should be adaptable and meaningful to ensure greater accessibility in education.
(DPP1501, Study Guide, p. 26)
1.1.8 T – Differentiation of inclusive teaching strategies involves making modifications to the
learning environment, learning content, and teaching methodologies, as well as to assessment.
(DPP1501, Study Guide, p. 28)
1.1.9 F – At the beginning of the year, baseline assessment (not formative assessment) is carried out
to set a reference point for subsequent measurements and forecasts. (DPP1501, Study Guide, p. 32)
1.1.10 F – Formative assessment (not summative assessment) involves an ongoing, typically
informal process aimed at tracking and supporting learners’ progress. (DPP1501, Study Guide, p. 33)
