Abstract
SBST’s have the explicit aim to be centrally involved in identifying ‘at risk’ learners
and addressing barriers to learning. With respect to the school system, early
identification of barriers to learning will focus on learners in the Foundation Phase
(Grades R-3) who may require support, for example through the adaptation of the
curriculum, assessment and instruction according to Education White Paper 6 (DoE,
2001, p. 33). Furthermore the central purpose of the SBST is to support the teaching
and learning process by coordinating all support needed/provided, identify barriers to
learning at different levels (learner, educator, curriculum) and drawing in resources
needed to address these challenges (SIAS, 2014, p.33)
For any SBST to function optimally, a SBST coordinator’s role is of vital importance
as he/she has the overall responsibility in schools to lead and coordinate the SBST,
the implementing of White paper 6, the SIAS as well as the SBST policy and
coordination of provision for children with barriers to learning. Leading a team
requires specific attitudes and beliefs, furthermore learning support in schools
require that SBST’s be centrally involved in identifying ‘at risk’ learners and
addressing barriers to learning (DoE, 2001), which implies particular attitudes and
commitment from SBST’s.
The aim of this study was to explore and describe the current views of the members
one selected SBST adhering to self-designed criteria for functioning in a primary
school in Ekurhuleni South District opinion regarding the functioning of the SBST and
the coordination of the SBST coordinator. The study aimed to interpret these views
from an Invitational Dispositional Activity framework (Oldacre, 2012).
The study was explorative, descriptive and contextual and utilised generic qualitative
study design. Data collection included literature review, document analysis, a focus
group interview, one individual interview, a survey and closed ended sentences.
Data was analysed mainly through inductive qualitative content analysis.
The main findings emanating from the study were: that the members are committed
to the profession, thus committed to each other and they genuinely want to make a...
M.Ed. (Educational Psychology)