The use of school based support teams to improve school effectiveness

M.Ed.The educational system in South Africa has been in a process of massive restructuring since the advent of democracy. Globally, the move towards an inclusive system of education which is based on a more humanistic philosophy, has also impacted on the changes. Although these changes are imperative, the fiscal realities in which this is taking place has necessitated a plan of action which has to take this into account. The number of psychologists who have been employed by the Department of Education to form part of the Education Support Services (ESS), has decreased in proportion to the population they are required to serve. In addition , the release of Education White Paper No 6, makes allowance for all learners to attend mainstream schools. Direction and guidelines are provided in this study which call for a dynamic approach for addressing barriers to learning and for providing support for learners in need. There is however the reference to the establishment of district, provincial and school support teams, as well as the strengthening of Education Support Services. The White Paper acknowledges the large number of Learners with Special Educational Needs (LSEN) who are not receiving the necessary support and intervention. The idea of an inclusive system of education, places the responsibility for primary intervention, on the shoulders of the educators. At the same time, in adapting to meet these challenges, the whole school developmental approach is necessary, in any effort towards the development of a support system, at school level. School Based Support teams are expected to facilitate primary intervention in terms of addressing barriers to learning. Although the role and functions have been identified, not much attention has been given to the problems or barriers which impact on educators or the needs that have to be addressed, to make it possible to provide support for learners and educators. In addition, information regarding the support strategies that have to be employed as well as the processes relating to setting up such support structures is necessary. The researcher has been a part of the district support services for a number of years and thus identified the need for a study to look into the practical implementation of support at school level in the light of fiscal constraints. A qualitative study has thus been undertaken in an attempt to gain an understanding of the current situation as perceived by educators. The methods used have included the use of questionnaires, individual interviews and focus group interviews. Educators from eight schools participated in the study comprising two from each of the former education departments. These educators (which included 1 principal) were members of the school based support teams (SBSTs) in their respective schools. The idea was to obtain views from a broad cross section of educators. This had to be valid and ethically appropriate