Magister Educationis - MEd / South Africa's education system has undergone dramatic changes in the last decade resulting in an increase in the levels of stress reported by educators. Changes, such as the implementation of Inclusive Education as well as the new culture of human rights in schools, have created extra responsibilities for educators. Today, educator’s don't just have to adjust to these changes, but also have to deal with a rise in learners experiencing barriers to learning and a variety of problems displayed by school leaners. This study explored the understandings and experiences of School-Based Support Teams (SBST) of inclusive education in the Western Cape. For the purpose of this study, a qualitative case study design was used. The researcher found it advantageous to use the qualitative research case study design because it enables the researcher to gain an in-depth understanding of the lived experiences of educators. The participants in this study were twenty educators who serve as members of the SBST in a special and public ordinary school. Participants reported that they experienced success in the implementation of Inclusive Education (IE) in their schools. These include established teamwork, increased access and participation, improved teaching practices as well as the provision of assistive devices. Participants reported positive gains during the implementation, they also reported challenges. These include lack of capacity, lack of resources, problem behaviours, unrealistic workloads and lack of support. This study concludes that if the School Based Support Team is critical in the implementation of IE in South Africa, the Department of Education as well as the schools needs to rethink these roles or develop a Human Resource Development Strategy that will empower educators with the knowledge and skills necessary to play the role. Secondly, the Department of Education should seriously consider ways in which educators can be protected from perpetrators. Lastly, based on the lived experiences of the SBST in the study, educators should continue with the good work but be allowed to provide support in ways that work within their capacity and broader socio-cultural contexts.

Magister Educationis - MEd / The primary South African policy document on Inclusive Education, Education White Paper 6 (EWP 6) (DoE, 2001), states that all children can learn, and they should be supported and assured of equal and equitable education. EWP 6 further states that all educational systems should be transformed to accommodate all learners in mainstream schools and proposes the establishment of support teams at school level. The main function of the School-based Support Teams (SBSTs) in all schools is to assist teachers to effectively provide support to all learners experiencing learning barriers.

The purpose of this study was to report on the sustainability of school-based psycho-social support projects that have been initiated in a school in the Eastern Cape. More specifically, the study explored how insights into sustainable psycho-social support by teachers might inform knowledge on resilience in schools. The study forms part of the broad STAR (Supportive Teachers, Assets and Resilience) research project that has been ongoing since 2003. The current study utilised Interpretivism as metatheory and Participatory Reflection and Action (PRA) as methodological paradigm. A case study design was selected, with eight purposefully selected primary school teachers as participants, who have been involved in the STAR project since 2003. Two field visits were undertaken for data collection purposes. The participants took part in two PRA-based workshops, with the second workshop taking the form of a member checking session. In addition to the PRA-based workshops, I relied on observations, field notes, photographs, audio-recordings and a research diary as data collection and documentation strategies. Subsequent to thematic data analysis four main themes emerged. Firstly the importance of teamwork in sustaining psycho-social support initiatives was identified, with the various roles and responsibilities within the team, and school management acting as a silent partner emerging as sub-themes. Secondly, participants highlighted collaboration (with the University of Pretoria, community and other schools) as underlying reasons for sustaining support efforts. Thirdly, participants regarded acknowledgement by others as motivating factors, with reference to acknowledgement on multiple levels and acknowledgement resulting in self-confidence as sub-themes. Finally, participants focused on teacher identity as the determining factor for sustaining psycho-social support initiatives, referring to being in a caring profession, putting children first, being change agents in the community and being committed and dedicated. Based on the findings of the study, I can conclude that sustaining psycho-social support seemed to establish the school as a protective resource to promote resilience. The acknowledgement of teachers’ abilities and capabilities similarly had a positive effect on teachers’ identification and mobilisation of assets and resources in collaboration with community partners, which in turn positively impacted teachers’ confidence. Additional information available on a CD stored at the Merensky Library on Level 3 / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

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This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper 6 of 2001, the Department of Education gives guidelines and points out the strengths of school-based support teams (SBST) and district support teams in attempting to overcome inclusivity. The SBST works with a variety of internal support structures to meet the needs of teachers who are teaching inclusive education. Schools in South Africa - especially in townships – are, generally, of the opinion that managing the process of inclusive education is the sole responsibility of the Department of Education. The research methodology employed in this study is qualitative which is explorative and descriptive by nature. The purpose of this study was to explore the role of the principals and the school-based teams in supporting teachers teaching inclusive education in primary schools. Data was collected by means of two focused interviews, which involved the principals and members of the school-based support team and by using one-on-one, semi–structured interviews. The collected data was analysed and categorized according to a constant comparative method. The data revealed a number of frustrations and challenges for teachers who need support in teaching learners in inclusive education. It is evident that there is a lack of support both from the principals and the SBSTs in supporting teachers who are teaching inclusive education. There is an insufficient knowledge and a lack of skills in supporting teachers teaching inclusive education as there has been no proper training for these teachers. However, the Department of Education has ensured that the introduction of White Paper 6 is aligned to the schools’ contextual systems. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted

This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools: • Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools. • Lack of access to the White Paper 6 document. These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this study was to explore and describe how teachers implement school-based psychosocial support to Grade 12 learners who have behavioural and emotional problems. As a secondary school teacher herself, the researcher frequently interacts with Grade 12 learners who have behavioural and emotional problems. Occurrences of behavioural and emotional problems are on the increase. This inference is based on the large number of reported learner problems in the School-based Support Team (SBST) records of a secondary school. The behavioural and emotional problems reported included violent aggressive behaviour, sexual and substance dependency, teenage pregnancy, early school drop-out and truancy. Learner problems may be caused by a variety of factors emanating from unmet development needs (Mwawenda, 2003), as well as biological factors and family and /or school factors (Papalia, Olds and Feldman, 2008). Kapp (2003), on the other hand, is of the opinion that a conducive environment may reduce learner problems and enhance improved learner wellbeing. This study forms part of the Regional Psychosocial Support Initiative (REPSSI) introduced to certain secondary schools in 2008. Ten teachers, who were part of the school-based team of the secondary school researched, participated in this initiative. REPPSI’s initial objective was to provide psychosocial support to children orphaned by HIV/Aids in South African Development Countries (SADC). The initiative focused on taking care of children’s developmental needs– social, emotional, behavioural, physical and spiritual. In the case of the school researched, this study was a pilot project to use REPPSI guidelines to provide psychosocial support to learners who have behavioural and emotional problems in participating schools. The study investigates how teachers implement psychosocial support based on the REPSSI Initiative. The study further explores how an ecosystemic approach can be used as an alternative approach to enhance the implementation of psychosocial services provided to learners. The study anticipates that an alternative approach will improve the school-based psychosocial initiative for adolescent learners who have behavioural and emotional problems in schools. The researcher used a constructivist paradigm to describe the school-based psychosocial support provided to adolescent learners who have behavioural and emotional problems. A case study design with 10 teachers in the school-based support team was selected. The participant teachers were conveniently and purposefully selected from REPSSI trained teachers. A focus group was used to facilitate semi-structured interviews. Ten participants shared their common perceptions and concerns (De Vos, Strydom Fouche’ and Delport, 2006) in a fairly short period (two sessions of one and half hours duration with teachers). Observations, photographs, reflective notes and field notes were used to gather information. A thematic content analysis of data was used to interpret data. To ensure rigour, it was verified with participants that they agreed with the results of the data analysis process. Debriefing meetings were also held with the researcher’s supervisor. The results of this study showed that teachers view need the pre and in-service training in ecosystemic approach to reduce behavioural and emotional problems of learners important. The results reveal that the use of ecosystemic approach by teachers and all role players in the adolescent learner’s life may enhance the effectiveness of school-based psychosocial support. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of my study was to investigate about the support that Foundation Phase learners with Mathematical problems receive from different role players and to determine difficulties faced by these learners and educators concerning Mathematical barriers. Based on the findings from my study, recommendations were made to the Department of Education and educators who had learners experiencing problems in Mathematics. This study was of qualitative approach and it was conducted in three different primary schools. In my study, open-ended questions were used in a form of interviews. The interviews took place at the three different schools. Participants were told that their interview was voluntary and they were free to withdraw at any time if they felt uncomfortable. The data was collected by writing response from participants and using tape recorder. It was then transcribed, organised, marked by hand, and coded to produce labels that allowed the key points of the information to be highlighted. In my study, I maintained strict confidentiality to protect identity of participants and research sites. My study provided valuable information for future studies with regard to learners with learning barriers in Mathematics in Foundation Phase. / Inclusive Education / M. Ed. (Inclusive Education)

This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools: • Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools. • Lack of access to the White Paper 6 document. These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this study was to explore and describe how teachers implement school-based psychosocial support to Grade 12 learners who have behavioural and emotional problems. As a secondary school teacher herself, the researcher frequently interacts with Grade 12 learners who have behavioural and emotional problems. Occurrences of behavioural and emotional problems are on the increase. This inference is based on the large number of reported learner problems in the School-based Support Team (SBST) records of a secondary school. The behavioural and emotional problems reported included violent aggressive behaviour, sexual and substance dependency, teenage pregnancy, early school drop-out and truancy. Learner problems may be caused by a variety of factors emanating from unmet development needs (Mwawenda, 2003), as well as biological factors and family and /or school factors (Papalia, Olds and Feldman, 2008). Kapp (2003), on the other hand, is of the opinion that a conducive environment may reduce learner problems and enhance improved learner wellbeing. This study forms part of the Regional Psychosocial Support Initiative (REPSSI) introduced to certain secondary schools in 2008. Ten teachers, who were part of the school-based team of the secondary school researched, participated in this initiative. REPPSI’s initial objective was to provide psychosocial support to children orphaned by HIV/Aids in South African Development Countries (SADC). The initiative focused on taking care of children’s developmental needs– social, emotional, behavioural, physical and spiritual. In the case of the school researched, this study was a pilot project to use REPPSI guidelines to provide psychosocial support to learners who have behavioural and emotional problems in participating schools. The study investigates how teachers implement psychosocial support based on the REPSSI Initiative. The study further explores how an ecosystemic approach can be used as an alternative approach to enhance the implementation of psychosocial services provided to learners. The study anticipates that an alternative approach will improve the school-based psychosocial initiative for adolescent learners who have behavioural and emotional problems in schools. The researcher used a constructivist paradigm to describe the school-based psychosocial support provided to adolescent learners who have behavioural and emotional problems. A case study design with 10 teachers in the school-based support team was selected. The participant teachers were conveniently and purposefully selected from REPSSI trained teachers. A focus group was used to facilitate semi-structured interviews. Ten participants shared their common perceptions and concerns (De Vos, Strydom Fouche’ and Delport, 2006) in a fairly short period (two sessions of one and half hours duration with teachers). Observations, photographs, reflective notes and field notes were used to gather information. A thematic content analysis of data was used to interpret data. To ensure rigour, it was verified with participants that they agreed with the results of the data analysis process. Debriefing meetings were also held with the researcher’s supervisor. The results of this study showed that teachers view need the pre and in-service training in ecosystemic approach to reduce behavioural and emotional problems of learners important. The results reveal that the use of ecosystemic approach by teachers and all role players in the adolescent learner’s life may enhance the effectiveness of school-based psychosocial support. / Inclusive Education / M. Ed. (Inclusive Education)