, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
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.
1.1 Identify four key barriers to learning and participation evident in the case study.
Socio-economic barriers: The community faces high levels of unemployment and food
insecurity, with many learners arriving at school hungry. This directly impacts their ability to
focus and engage in learning (INC3701, Study Guide, p. 87).
Attitudinal barriers: Several teachers believe that learners who "struggle" should be removed
from ordinary classes and taught separately. This reflects a medical/deficit model view that
sees the learner as the problem, rather than adapting the system (INC3701, Study Guide, p.
120).
Safety and psychosocial barriers: Reports of bullying are increasing, creating an unsafe
emotional environment that negatively affects learners' psychosocial wellbeing and their ability
to participate fully (INC3701, Study Guide, p. 51).
Systemic/institutional barriers: Large class sizes, limited resources, and lack of a plan to
collaborate with an available local NGO hinder the school's capacity to support diverse
learning needs effectively (INC3701, Study Guide, p. 51).
1.2 Explain how the school’s current attitudes and practices either support or hinder the
development of an inclusive school community. Provide two supportive and two hindering
examples.
Supportive examples:
Principal’s leadership: The principal emphasised the need to strengthen a culture of care and
collaboration. This shows an awareness of the importance of an inclusive school culture as a
foundation for policy and practice (INC3701, Study Guide, p. 195).
Recognition of challenges: The School-Based Support Team (SBST) has noticed the
behavioural challenges, indicating that there is a structure in place that is actively monitoring
learner wellbeing, which is a first step toward providing support (INC3701, Study Guide, p.
169).
Hindering examples:
Teacher attitudes (Medical model thinking): Teachers who believe struggling learners should
be taught separately hinder inclusion. This reflects a medical model that labels and segregates
learners based on perceived deficits, rather than a social model that seeks to remove barriers
(INC3701, Study Guide, p. 120).
Lack of collaboration with community: Despite a local NGO offering counselling services, the
school has not decided on a plan to collaborate. This hinders the development of a holistic
support system, as inclusive school communities require active partnerships with all
stakeholders (INC3701, Study Guide, p. 181).
QUESTION 1
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.
1.1 Identify four key barriers to learning and participation evident in the case study.
Socio-economic barriers: The community faces high levels of unemployment and food
insecurity, with many learners arriving at school hungry. This directly impacts their ability to
focus and engage in learning (INC3701, Study Guide, p. 87).
Attitudinal barriers: Several teachers believe that learners who "struggle" should be removed
from ordinary classes and taught separately. This reflects a medical/deficit model view that
sees the learner as the problem, rather than adapting the system (INC3701, Study Guide, p.
120).
Safety and psychosocial barriers: Reports of bullying are increasing, creating an unsafe
emotional environment that negatively affects learners' psychosocial wellbeing and their ability
to participate fully (INC3701, Study Guide, p. 51).
Systemic/institutional barriers: Large class sizes, limited resources, and lack of a plan to
collaborate with an available local NGO hinder the school's capacity to support diverse
learning needs effectively (INC3701, Study Guide, p. 51).
1.2 Explain how the school’s current attitudes and practices either support or hinder the
development of an inclusive school community. Provide two supportive and two hindering
examples.
Supportive examples:
Principal’s leadership: The principal emphasised the need to strengthen a culture of care and
collaboration. This shows an awareness of the importance of an inclusive school culture as a
foundation for policy and practice (INC3701, Study Guide, p. 195).
Recognition of challenges: The School-Based Support Team (SBST) has noticed the
behavioural challenges, indicating that there is a structure in place that is actively monitoring
learner wellbeing, which is a first step toward providing support (INC3701, Study Guide, p.
169).
Hindering examples:
Teacher attitudes (Medical model thinking): Teachers who believe struggling learners should
be taught separately hinder inclusion. This reflects a medical model that labels and segregates
learners based on perceived deficits, rather than a social model that seeks to remove barriers
(INC3701, Study Guide, p. 120).
Lack of collaboration with community: Despite a local NGO offering counselling services, the
school has not decided on a plan to collaborate. This hinders the development of a holistic
support system, as inclusive school communities require active partnerships with all
stakeholders (INC3701, Study Guide, p. 181).
