Magister Educationis - MEd / Current debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).

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This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson & Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen & Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.

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