EXPLORING THE EFFECTIVENESS OF SCHOOL-BASED SUPPORT TEAM IN SPECIAL SCHOOLS TO SUPPORT TEACHERS

Thabo Makhalemele, Llyod Dn Tlale

Abstract


This study evaluated the effectiveness of School-Based Support Team (SBST)to support teachers from Special schools in Sedibeng West education District in the Gauteng Province. In line with Education White paper 6, it is an obligation that SBSTs in all schools should assist teachers to improve their knowledge and skills so that they can effectively provide appropriate support services to all learners experiencing barriers to learning irrespective of the severity of barriers. Data were generated by means of interviews using a qualitative approach. 12 members of the SBSTs, eight teachers from four Special schools and 3 district officials participated in this research. In this qualitative study, participants were purposefully selected and thematic data analysis were employed. The findings of the current study indicated that SBSTs from special schools wanted the knowledge to make them effective in supporting teachers whom regarded as already knowledgeable in education support services. The authors support the call for the professional development for the SBST members in Special school.

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