SUPPORT OFFERED BY SCHOOL-BASED SUPPORT TEAMS ON CURRICULUM ADAPTATION: EXPERIENCES OF FULL SERVICE SCHOOLS TEACHERS IN A SPECIFIC DISTRICT IN GAUTENG

Thabo Makhalemele, Isabel Payne-Van Staden

Abstract


This study set out to investigate the experiences of teachers at Full-Service Schools (FSS) with regard to the support offered by a School-Based Support Team (SBST) for curriculum adaptation when addressing barriers to learning. When adapting the curriculum in inclusive schools, the SBST should play an advisory role, as stipulated by the White Paper 6 on inclusive education. The study adopted a qualitative research approach and employed a case study design. Twelve teachers and twenty SBST members from four selected FSSs were interviewed. Purposive sampling was used to select the participants. Data was collected using document analysis and focus group interviews, after which it was analysed thematically. The main findings of the study revealed that the SBSTs clearly understand their role in supporting FSS teachers during curriculum adaptation, but still lack knowledge the knowledge to fulfil this role effectively. It was evident that, in these schools, there is little to no collaboration between the teachers and the SBSTs in terms of sharing ideas for strategies to adapt the curriculum. This article recommends that in order to enable teachers to accommodate learners who experience barriers to learning, the SBST should be adequately trained to develop various strategies to support all teachers in curriculum adaptation, and challenges to support must addressed.

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