INC3701
ASSIGNMENT 4 2026
UNIQUE NO.
DUE DATE: 17 JUNE 2026
,Inclusive Education - INC3701
Assignment 4 2026
QUESTION 1: Case Study: Themba Lethu Primary School
1.1 Four key barriers to learning and participation evident in the case study (4
marks)
1. Poverty and food insecurity – Many learners arrive at school hungry, making it
difficult for them to concentrate and participate effectively in learning.
2. Bullying and behavioural challenges – Increased bullying and behavioural
problems negatively affect learners' emotional well-being and participation.
3. Large class sizes and limited resources – Teachers struggle to meet diverse
learning needs due to overcrowded classrooms and insufficient resources.
4. Limited parental/caregiver involvement – Parents and caregivers seldom
attend school meetings, reducing collaboration and support for learners.
1.2 How current attitudes and practices support or hinder an inclusive school
community (4 marks)
Supportive examples
1. Active School-Based Support Team (SBST)
The SBST has identified behavioural challenges among learners, showing that
the school is monitoring learner needs and attempting to provide support.
2. Principal's focus on care and collaboration
The principal encourages a culture of care and collaboration, which aligns with
the principles of inclusive education and learner support.
, Hindering examples
1. Belief that struggling learners should be removed from ordinary classes
Some teachers support segregation rather than inclusion, which limits learners'
opportunities to learn alongside their peers.
2. Failure to collaborate with the NGO
Although counselling services are available, the school has not yet developed a
partnership with the NGO, preventing learners from accessing valuable support.
1.3 Three practical strategies teachers could implement to promote learner
agency (6 marks)
1. Learner participation in decision-making
o Teachers can allow learners to contribute ideas for classroom rules,
activities, and problem-solving discussions.
o This is appropriate because it gives learners a sense of ownership,
responsibility, and confidence in their learning environment.
2. Peer support and cooperative learning groups
o Learners can work together in mixed-ability groups to complete tasks and
support one another.
o This promotes collaboration, builds social skills, and helps learners learn
from their peers.
3. Goal-setting and self-reflection activities
o Teachers can encourage learners to set personal learning goals and
reflect on their progress regularly.
o This develops independence, motivation, and self-awareness, helping
learners take responsibility for their learning.
ASSIGNMENT 4 2026
UNIQUE NO.
DUE DATE: 17 JUNE 2026
,Inclusive Education - INC3701
Assignment 4 2026
QUESTION 1: Case Study: Themba Lethu Primary School
1.1 Four key barriers to learning and participation evident in the case study (4
marks)
1. Poverty and food insecurity – Many learners arrive at school hungry, making it
difficult for them to concentrate and participate effectively in learning.
2. Bullying and behavioural challenges – Increased bullying and behavioural
problems negatively affect learners' emotional well-being and participation.
3. Large class sizes and limited resources – Teachers struggle to meet diverse
learning needs due to overcrowded classrooms and insufficient resources.
4. Limited parental/caregiver involvement – Parents and caregivers seldom
attend school meetings, reducing collaboration and support for learners.
1.2 How current attitudes and practices support or hinder an inclusive school
community (4 marks)
Supportive examples
1. Active School-Based Support Team (SBST)
The SBST has identified behavioural challenges among learners, showing that
the school is monitoring learner needs and attempting to provide support.
2. Principal's focus on care and collaboration
The principal encourages a culture of care and collaboration, which aligns with
the principles of inclusive education and learner support.
, Hindering examples
1. Belief that struggling learners should be removed from ordinary classes
Some teachers support segregation rather than inclusion, which limits learners'
opportunities to learn alongside their peers.
2. Failure to collaborate with the NGO
Although counselling services are available, the school has not yet developed a
partnership with the NGO, preventing learners from accessing valuable support.
1.3 Three practical strategies teachers could implement to promote learner
agency (6 marks)
1. Learner participation in decision-making
o Teachers can allow learners to contribute ideas for classroom rules,
activities, and problem-solving discussions.
o This is appropriate because it gives learners a sense of ownership,
responsibility, and confidence in their learning environment.
2. Peer support and cooperative learning groups
o Learners can work together in mixed-ability groups to complete tasks and
support one another.
o This promotes collaboration, builds social skills, and helps learners learn
from their peers.
3. Goal-setting and self-reflection activities
o Teachers can encourage learners to set personal learning goals and
reflect on their progress regularly.
o This develops independence, motivation, and self-awareness, helping
learners take responsibility for their learning.
