Abstract
The research focuses on how School Based Support Teams (SBSTs) address neurodevelopmental learning needs in full-service schools. The SIAS policy puts SBSTs at the centre of screening and identification of learners experiencing learning challenges and provides clear guidelines on how they can be supported. Furthermore, according to the SIAS policy, SBSTs operate within a multidisciplinary team of professionals to address the needs of learners with barriers to learning. The research used an explorative, descriptive, contextual qualitative research methodology to determine the implementation of the SIAS process by an SBST when supporting learners with neurodevelopmental learning needs in a specific Department of Basic Education primary school. Data was collected through focused interviews with members of the SBST. The collected data were analysed and classified according to a constant comparative method. The data brought to the fore many obstacles and difficulties experienced by SBSTs in addressing neurodevelopmental learning needs appropriately in their schools. However, there is an acknowledgement there is some support from other stakeholders such as the DBST with regard to information on how to support learners with learning challenges. SBSTs need more intensive workshops and skills acquisition programmes to be able to correctly identify and support learners with neurodevelopmental learning needs. The active involvement of other significant stakeholders such as parents and caregivers is also important, but parents and caregivers are often in denial and avoid accepting such responsibilities...
M.Ed. (Educational Psychology)