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Guidelines for the development of school-based support teams in resource-constrained primary schools
Thesis (MEdPsych)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2024
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| _version_ | 1867613903887794176 |
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| access_status_str | Open Access |
| author | McEvoy, Jessica Jane |
| author2 | Moen, Melanie |
| author_browse | McEvoy, Jessica Jane Moen, Melanie |
| author_facet | Moen, Melanie McEvoy, Jessica Jane |
| author_sort | McEvoy, Jessica Jane |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/130425 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:43:33.016Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/130425 Guidelines for the development of school-based support teams in resource-constrained primary schools McEvoy, Jessica Jane Moen, Melanie Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Ecological Systems Theory Inclusive education Learning disabilities Mainstreaming in education Elementary schools -- Economic conditions School support teams UCTD Thesis (MEdPsych)--Stellenbosch University, 2024. ENGLISH ABSTRACT: The implementation of inclusive education brought about educational change for learners with barriers to learning. Learners with barriers to learning were now included in mainstream classrooms. However, these learners needed support, and thus, school-based support teams were implemented. Since the implementation of inclusive education, large discrepancies between well-resourced and resource-constrained schools are apparent. Resource-constrained schools have difficulty implementing functioning school-based support teams due to lack of financial and human resources. There are many factors that hinder the success of school-based support teams within resource-constrained schools. Many of these schools rely on teachers to form the school-based support team as they do not have the resources to run an independent team. However, teachers are overburdened with heavy workloads and do not have the time or knowledge to form part of these teams. Many teachers feel they do not have the necessary training to support learners with barriers to learning and require support and training from the school-based support team and district- based support team. However, support is not often received from the district-based support team as they too are overburdened with heavy caseloads and are under- resourced. The theoretical framework of the study focused on Bronfenbrenner’s bio ecological model. School-based support teams cannot work in isolation, and they need to be in constant connection with role-players within the learners’ lives. School-based support teams work closely with teachers, learners, parents, the wider school environment, the department, as well as the community, ensuring a strong connection and communication between role-players. The study was a qualitative study rooted within the interpretivist paradigm. Purposeful sampling was used to select participants. Each participant was a member of the school-based support team in a mainstream school. Three participants were from resource-constrained schools and two participants were from well-resourced schools. Semi-structured interviews and observations were used to collect data. The interviews were used to gather school-based support team’s lived experiences within well- resourced and resource-constrained schools. The data collected were analysed through thematic analysis. The research findings focused on how school-based support teams are defined, the challenges they experience, and the benefits they bring to the school environment. It was found that well-functioning support teams can be defined as having members that are passionate about their role and duties within the school-based support team. There must be communication and collaboration between members of school-based support teams and the wider community. There are many challenges that these teams experience in a resource-constrained environment because these schools often do not have access to financial and human resources. These hindrances affect their ability to run successfully. It was found that school-based support teams are beneficial and effective in promoting support, which increases the self-esteem of learners and teachers and creates inclusive environments. The findings of the study were used to establish guidelines for a well-functioning school-based support team to help and support resource-constrained schools and ensure learner support teams within resource-constrained school environments are effective. AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar nie. Masters 2024-02-28T08:27:28Z 2024-04-26T17:08:33Z 2024-02-28T08:27:28Z 2024-04-26T17:08:33Z 2024-03 Thesis https://scholar.sun.ac.za/handle/10019.1/130425 en Stellenbosch University xi, 122 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Ecological Systems Theory Inclusive education Learning disabilities Mainstreaming in education Elementary schools -- Economic conditions School support teams UCTD McEvoy, Jessica Jane Guidelines for the development of school-based support teams in resource-constrained primary schools |
| title | Guidelines for the development of school-based support teams in resource-constrained primary schools |
| title_full | Guidelines for the development of school-based support teams in resource-constrained primary schools |
| title_fullStr | Guidelines for the development of school-based support teams in resource-constrained primary schools |
| title_full_unstemmed | Guidelines for the development of school-based support teams in resource-constrained primary schools |
| title_short | Guidelines for the development of school-based support teams in resource-constrained primary schools |
| title_sort | guidelines for the development of school based support teams in resource constrained primary schools |
| topic | Ecological Systems Theory Inclusive education Learning disabilities Mainstreaming in education Elementary schools -- Economic conditions School support teams UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/130425 |
| work_keys_str_mv | AT mcevoyjessicajane guidelinesforthedevelopmentofschoolbasedsupportteamsinresourceconstrainedprimaryschools |