Abstract
In recent decades, children’s rights and the rights of learners with special education needs (SEN) have come to the fore. This topic has been discussed extensively within the framework of inclusive education and how it is being implemented in supporting learners with SEN. Current South African educational policy emphasises inclusion, with particular reference to the context of mainstream schools. The key role-players responsible for providing screening and support processes for learners with SENs include teachers, parents, community members, the school-based support team (SBST), the district-based support team (DBST) and Department of Education. The purpose of this qualitative study was to investigate the screening and support processes that are being used for learners with neurodevelopmental learning needs (NDLN) in a mainstream primary school. The SBST holds a central role in screening and supporting learners with neurodevelopmental learning needs. Therefore, this research explored the experiences of two female members of the SBST at a mainstream primary school. Data was collected through the use of one focus group interview with the two participants. Findings of this study showed that despite inclusive policies on support processes for learners with NDLNs, such as SIAS, this mainstream school has had to work outside of the SIAS process by using their own resources to screen and support learners with NDLNs. The SBST was limited in the implementation of support processes. These challenges take the form of funding issues, poor teacher training and parent knowledge.
M.Ed. (Educational Psychology)