Abstract
M.Ed. (Inclusive Education)
Since the legislation of School-Based Support Teams (SBSTs) in 2001, little research has been conducted into the dynamics of Support Teams (STs) and thus there is a dearth of evidence showing how STs function. This dissertation focuses on the functioning of the STs in an under-resourced Muslim school in Gauteng in supporting diverse learners with special needs and akhlaaq management from an eco-systemic perspective. A qualitative research approach and a research design of a single, descriptive case study were employed. Data was collected from two semi-structured interviews, one with the principal and the other with the life coach; a focus group interview with the Grade Six team of teachers; documents such as the Akhlaaq tracking; recorded observations with Grade Four learners and field notes explaining the school environment and the functioning of STs. Interviews were transcribed. The data was sorted and then coded and categorised into themes using an open source qualitative software programme for data analysis. Findings revealed that the school modified the structures recommended by the Department of Education White Paper 6 to suit the context of the school. Instead of only one SBST, the school has an ST for each grade, which consists of all teachers from that grade, the HOD and the principal. The STs function without an official title within the school, to support diverse learners with special needs, including a learner with muscular dystrophy, and underprivileged learners. In addition, they uphold akhlaaq management. At the end of every term each ST has an akhlaaq meeting in which they discuss the akhlaaq of learners and simultaneously identify learners in need of support. Support or follow-up strategies are developed for identified learners. These teams appear to be functioning more efficiently in an under-resourced school than in the single structure recommended by the Department of Education.