, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1 Read the case study below and answer the questions that follow.
1.1.1 Identify two aspects of exclusion from education in this school community.
Two aspects of exclusion present in the school community are the language barrier and the impact of
poverty. The case study reveals that learners who are not English home language speakers can be
excluded when they are unable to formulate answers in English, as this prevents them from fully
participating in the learning process (DPP1501, Study Guide. Page 14). Furthermore, the fact that
most children come from poor backgrounds and the teacher states this “does not mean they cannot
learn” suggests that poverty is a potential barrier that could exclude them from accessing educational
opportunities and resources if it leads to a deficit view of their abilities (DPP1501, Study Guide.
Page 11).
1.1.2 What strategies does the teacher adopt to support learners and encourage inclusion?
The teacher implements several strategies to support and include learners.
She focuses on building relationships and trust by conducting home visits, which allow parents
to see her as a caring person and helps her understand her learners beyond their academic
performance.
She fosters an inclusive classroom culture by openly discussing themes of being special,
unique, and respectful in Life Skills class, thereby creating a safe environment for learners to
share their anxieties.
She adapts her pedagogy by using a variety of teaching styles, such as movement, music,
stories, and puppet work, to accommodate different learning preferences like the kinaesthetic
child.
She strategically mixes peer groups to include both Sepedi and English speakers, which
encourages collaboration, allows learners to express themselves in their home language, and
breaks down potential social or linguistic divisions.
She engages in teacher collaboration to share knowledge and interventions, moving away from
teaching according to her own preferences to better meet the needs of her diverse class
(DPP1501, Study Guide. Pages 9-10, 16-17).
Question 1
1.1 Read the case study below and answer the questions that follow.
1.1.1 Identify two aspects of exclusion from education in this school community.
Two aspects of exclusion present in the school community are the language barrier and the impact of
poverty. The case study reveals that learners who are not English home language speakers can be
excluded when they are unable to formulate answers in English, as this prevents them from fully
participating in the learning process (DPP1501, Study Guide. Page 14). Furthermore, the fact that
most children come from poor backgrounds and the teacher states this “does not mean they cannot
learn” suggests that poverty is a potential barrier that could exclude them from accessing educational
opportunities and resources if it leads to a deficit view of their abilities (DPP1501, Study Guide.
Page 11).
1.1.2 What strategies does the teacher adopt to support learners and encourage inclusion?
The teacher implements several strategies to support and include learners.
She focuses on building relationships and trust by conducting home visits, which allow parents
to see her as a caring person and helps her understand her learners beyond their academic
performance.
She fosters an inclusive classroom culture by openly discussing themes of being special,
unique, and respectful in Life Skills class, thereby creating a safe environment for learners to
share their anxieties.
She adapts her pedagogy by using a variety of teaching styles, such as movement, music,
stories, and puppet work, to accommodate different learning preferences like the kinaesthetic
child.
She strategically mixes peer groups to include both Sepedi and English speakers, which
encourages collaboration, allows learners to express themselves in their home language, and
breaks down potential social or linguistic divisions.
She engages in teacher collaboration to share knowledge and interventions, moving away from
teaching according to her own preferences to better meet the needs of her diverse class
(DPP1501, Study Guide. Pages 9-10, 16-17).
