Abstract
M.Ed.
According to White paper 6 all children can learn, should be supported to learn and assured of equal and equitable education. It further states that educational structures should be adapted to accommodate all learners in mainstream schools. Thus if the system fails to meet the different needs of a wide range of learners, the learner or the system may be prevented from being able to engage in or sustain an ideal process of learning. Those factors which lead to the inability of the system to accommodate diversity, which lead to the breakdown or which prevent learners from accessing educational provision, have been conceptualised as barriers to learning and development. A school-based support team may serve as one way of maximizing the participation of learners experiencing barriers to learning and development.
The purpose of this study was to investigate foundation phase teachers’ experiences of the support provided by the school-based support team (SBST) and to formulate guidelines for the training of the SBST’s. A case study design was chosen since this would allow for in depth exploration of how foundation phase teachers experience the support offered by the SBST’s. One primary school was chosen randomly and foundation phase teachers purposively included as participants. Interviews were conducted, document analysis undertaken and direct observations done in two foundation phase classes.
The collected data were analysed and categorised with the use of the constant comparative method. From the analysis of the data it became apparent that there is little or no collaboration between foundation phase teachers and the school-based support team. It was also evident that the school-based support team lacks knowledge regarding the identification of barriers to learning and designing intervention strategies for teachers to support learners in the classrooms. Lastly, it was clear that foundation phase teachers are collaborating with each other by sharing ideas on how to give support to learners experiencing learning barriers in their classrooms.
Dr. M.P. van der Merwe