Abstract
Childhood brain tumours affect more learners in our schools today than is generally the
perception. The late effects of the tumours and their treatments on the learner that has to cope
at school are legion and often leads to individuals being excluded from educational activities.
It is incumbent that these children have to be accommodated within our current educative
system. The possible way in which a child with a brain tumour could be accommodated
within an inclusive schooling community thus became the focus of this study. Prior to
considering the ways in which a learner with a brain tumour can be accommodated within
current schooling communities, the possible needs of learners with brain tumours in general
were first investigated. From an ecosystemic approach the late effects of brain tumours and
its influence on all the systems in an individual’s life were studied and possible support
strategies within an inclusive whole school paradigm were investigated. Within this
framework the investigation on a single learner with a brain tumour and the way in which she
was accommodated within her schooling community was initiated. A case study was
launched to investigate the ways in which a schooling community addressed the needs of a
young girl with a brain tumour inclusively. Data was collected from various sources to
substantiate the findings. Findings have revealed that the schooling community effectively
accommodated the girl by ascertaining and meeting her individual needs, as well as the needs
of her other systems, for example family and educators. Within a narrative these
accommodations were identified and highlighted for the reader. The researcher recommends
that the inclusive accommodative strategies implemented by her schooling community
effectively addressed this learner’s physical, cognitive, emotional and wider systemic needs.
Mrs. J.V. Fourie