Abstract
M.Ed.
This study is a qualitative interpretive enquiry that explored the keystone characteristics of
the Intuitional Level Support Team (ILST) in a primary school in Gauteng, South Africa.
Education White Paper 6 proposed the ILST as one of the pivotal structures for the
implementation of inclusive education. The critique on special education is founded on the
psycho-medical paradigm. The lens of critical and social constructionist theory showed that
'special educational needs' is a social product. Political, structural, social and socio-economic
processes disadvantage and marginalise some groups and label them into categories. Using
the human rights and social rights discourse, I argue that the inclusion discourse should focus
on the broader issues of diversity in the classroom rather than narrowly focusing on disability
and 'special needs' issues. Hence, this study is located in the broader discourse of social
inclusion and exclusion. The interpretative paradigm is the epistemological foundation of this
study. Within this mode of enquiry I employed the case study as a research tool to explore the
micro-world of the ILST. The instruments utilised were the semi-structured interviews and
document analysis. The theoretical frameworks used to analyse the data emanated from two
approaches: the bio-ecological model of Bronfenbrenner and the school effectiveness and the
school improvement theoretical frameworks. The data analysis involved scanning, sorting,
orgamzmg, synthesizing, pattern searching and categorizing. Bronfenbrenner's
(Bronfenbrenner & Morris, 1998) bio-ecological model is a useful framework to study the
ecology of the ILST. The research indicated that the ILST is a structure that is embedded
within the broader school system and like keystone organisms can positively influence the
eco-system of the school when certain keystone characteristics are present. The ILST as a
micro-system does not operate in isolation but interacts with other systems inside and outside
the school to harness the psycho-educational and psychosocial support for learners. A number
ofkeystone characteristics of the ILST emanated from the research. The analysis suggest that
using education in human values or value based support as the foundation in all aspects of the
school plays a central role in providing psycho-educational support for the learners. Effective
leadership of the ILST has been a driving force in making the ILST effective. Effective
leadership at all levels of the eco-system of the school is a keystone characteristic that
positively influences the functioning of the school. By building networks and partnerships the
ILST can harness human and social capital from within the meso-system and exosystem to
offer psycho-educational support to both learners and teachers. Continuous learning or
lifelong learning seems to be a key element in equipping teachers to cope with the rapid
changes in education. Reflection has played an important role in the process of learning and
improving practice within the ILST. Having knowledge and skills, being imbued with
passion, compassion and patience are keystone personal attributes that keep ILST members
motivated to carry out its role and functions. Garnering parental involvement in providing
psycho-educational support for learners is crucial in the intervention process.