PREVIEW
Question 1
a) Impact of the Principal's Scepticism on the
Overall Learning Environment at AFF
Primary School (10 marks):
The principal's scepticism towards inclusive
education significantly undermines the
school's efforts to create an equitable and
supportive learning environment. Here are
the specific impacts:
i. Lack of Teacher Training: The principal's
doubt about the effectiveness of
inclusive education has led to insufficient
training for teachers. This lack of
professional development means
teachers are ill-prepared to address
diverse learning needs, directly
impacting their ability to support students
IFP3701
like Emily Johnson.
NATALIE FOXX
ASSIGNMENT 2 2024
, Question 1
a) Impact of the Principal's Scepticism on the Overall Learning Environment at
AFF Primary School (10 marks):
The principal's scepticism towards inclusive education significantly undermines
the school's efforts to create an equitable and supportive learning environment.
Here are the specific impacts:
i. Lack of Teacher Training: The principal's doubt about the effectiveness of
inclusive education has led to insufficient training for teachers. This lack of
professional development means teachers are ill-prepared to address
diverse learning needs, directly impacting their ability to support students
like Emily Johnson.
ii. Implementation Gap: Even though there are national policies supporting
inclusive education, the principal's reluctance to fully endorse these policies
results in a significant gap between policy and practice. This disconnect
creates an environment where inclusive strategies are neither prioritized
nor implemented effectively.
iii. Negative School Culture: The principal's scepticism fosters a culture of
complacency and resistance to change. When leadership is not committed
to inclusion, it signals to the entire school community that accommodating
all students is not a priority, which can perpetuate existing biases and
discriminatory practices.
iv. Resource Allocation: Schools led by sceptical leaders are less likely to
allocate necessary resources—such as assistive technologies, learning
materials, and additional support staff—that are crucial for supporting
students with disabilities.
v. Student Performance and Well-being: The overall learning environment
becomes less supportive and inclusive, leading to poor academic outcomes
and low self-esteem among students with learning barriers. This is evident
in Emily's case, where her continuous struggles are exacerbated by the
lack of appropriate interventions and support.
b) Effects on Role Players:
Teachers (5 marks):
I. Professional Frustration: Teachers may feel frustrated and unsupported in
their efforts to provide inclusive education. Without adequate training or
resources, they are unable to effectively support students with diverse
needs, leading to professional dissatisfaction.
1
Question 1
a) Impact of the Principal's Scepticism on the
Overall Learning Environment at AFF
Primary School (10 marks):
The principal's scepticism towards inclusive
education significantly undermines the
school's efforts to create an equitable and
supportive learning environment. Here are
the specific impacts:
i. Lack of Teacher Training: The principal's
doubt about the effectiveness of
inclusive education has led to insufficient
training for teachers. This lack of
professional development means
teachers are ill-prepared to address
diverse learning needs, directly
impacting their ability to support students
IFP3701
like Emily Johnson.
NATALIE FOXX
ASSIGNMENT 2 2024
, Question 1
a) Impact of the Principal's Scepticism on the Overall Learning Environment at
AFF Primary School (10 marks):
The principal's scepticism towards inclusive education significantly undermines
the school's efforts to create an equitable and supportive learning environment.
Here are the specific impacts:
i. Lack of Teacher Training: The principal's doubt about the effectiveness of
inclusive education has led to insufficient training for teachers. This lack of
professional development means teachers are ill-prepared to address
diverse learning needs, directly impacting their ability to support students
like Emily Johnson.
ii. Implementation Gap: Even though there are national policies supporting
inclusive education, the principal's reluctance to fully endorse these policies
results in a significant gap between policy and practice. This disconnect
creates an environment where inclusive strategies are neither prioritized
nor implemented effectively.
iii. Negative School Culture: The principal's scepticism fosters a culture of
complacency and resistance to change. When leadership is not committed
to inclusion, it signals to the entire school community that accommodating
all students is not a priority, which can perpetuate existing biases and
discriminatory practices.
iv. Resource Allocation: Schools led by sceptical leaders are less likely to
allocate necessary resources—such as assistive technologies, learning
materials, and additional support staff—that are crucial for supporting
students with disabilities.
v. Student Performance and Well-being: The overall learning environment
becomes less supportive and inclusive, leading to poor academic outcomes
and low self-esteem among students with learning barriers. This is evident
in Emily's case, where her continuous struggles are exacerbated by the
lack of appropriate interventions and support.
b) Effects on Role Players:
Teachers (5 marks):
I. Professional Frustration: Teachers may feel frustrated and unsupported in
their efforts to provide inclusive education. Without adequate training or
resources, they are unable to effectively support students with diverse
needs, leading to professional dissatisfaction.
1
