- Title
- The effective establishment and functioning of the institutional level support team at primary schools in the Uitenhage district
- Creator
- Van Niekerk, Chantelle Emirina
- Subject
- School support teams -- South Africa -- Uitenhage
- Subject
- Inclusive education -- South Africa -- Uitenhage
- Subject
- Education, Primary -- Curricula -- South Africa -- Uitenhage
- Date Issued
- 2013
- Date
- 2013
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:9464
- Identifier
- http://hdl.handle.net/10948/d1020808
- Description
- Policy documents derived from the South African Constitution and the South African Schools Act clearly state that all learners are entitled to support, thus enabling them to reach their full potential. Support should be rendered effectively at school level within a well-established and functioning Institutional Level Support Teams (ILST). Institutional Level Support Teams (ILSTs) at primary schools within the Uitenhage District seem to be problematic, since parents, the school and the community do not realise that they should work interrelated with each other to enhance the effective establishment and functioning of the ILST. The main aim of this study is, therefore, to formulate guiding principles for the effective establishment and functioning of Institutional Level Support Teams. A qualitative research design using a phenomenological strategy was deemed appropriate for this study, as the researcher wants to gain a deeper understanding of the phenomenon under study. The researcher used a combination of convenience sampling, as well as purposive and judgement sampling. The sample group included educators, members of the Institutional Level Support Teams, Institutional Level Support Team co-ordinators, School Principals, community members and members of the District Based Support Team (DBST). Data were collected by means of semi-structured interviews, participant observations and questionnaires. Tesch’s eight step data analysis process was employed to identify possible common themes. The findings indicated that the stakeholder component of the social system representing learners, parents, schools and the community, do not provide sufficient support to learners experiencing learning challenges and therefore ILSTs are not functioning optimally presently.. Therefore the researcher provided supportive guiding principles to parents, the school and the community, for the effective establishment and functioning of the ILST, based on Bronfenbrenner’s eco-systemic theory, which is the theoretical framework of this study.
- Format
- xvii, 274 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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