The SBST’s core duties are regarded as being valuable because members are responsible for empowering teachers to develop preventative and appropriate strategies to address specific learning difficulties and learning barriers in their classrooms. The team is expected to treat all learners as equals at school, regardless of their impairments and all cases identified should be considered significant. The proper constituted team should involve the SMT members and other stakeholders with expertise; who can provide guidance to teachers on how to support learners who are experiencing difficulties to learning at the school. Sethosa (2001, p. 12) states that The School Based Support Teams in South African schools should include the School Management Teams (SMTs) and other field specific experts, such as psychologists who
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have the knowledge and understanding of developmental milestones of humans. The team at the school always attempts to ensure that the culture of teaching and learning is observed without any prejudice towards learners with learning difficulties. Anticipation of receiving training in curriculum differentiation, constant monitoring and resource provisions in order to meet the needs of learners who are experiencing barriers to learning is expected and shortcomings detailed with clarity.
This is evident from the following statements:
“A two-day departmental training or workshop without follow ups for me is not enough to assist us and be able deal with the learners’ challenges in class. There have been no visits by the DBST to monitor our progress; as a result, we do not know if we are doing the things accordingly.” (Participant H)
Participant H makes reference to the workshops that are conducted by the DBST as being inadequate. The department’s intervention in assisting the SBST is simply insufficient.
“There is no parental involvement, and I feel we are fighting a losing battle here. Parents are
confused and frustrated as well because they feel ashamed and more often than not are ignorant of the learning problems displayed by their children. They have shifted their responsibilities to teachers to perform miracles with their children. Even when the parent has been notified about the learning problem or barrier, they show no concern, hoping that the teacher will solve the problem or it diminish with time.’ (Participant I)
Participant I perceived parents as being misinformed about learning barriers, diversity and difficulties to learning. When the teacher or the SBST member has identified the need which requires the involvement of the parents, parents come up with excuses for the barrier or plead that they are illiterate and cannot be of assistance. When parents are called to school to collaborate in order to support the learner, they do not honor such calls. They do not understand that they can make a difference and more improvements can be attained. They trust teachers to do brilliant things in supporting learners without them assisting. Support which the learners receive at home from parents and guardians can contribute greatly to a learner’s performance.
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“The SBST should share more and more skills with us on how we can address the learning problems we have already identified in our classrooms. They need to work with us first before consulting with other stakeholders, because as it is, everyone is doing their own thing. We work in silos. We do not have proper directions or guidelines that we can follow. We are simply doing what we think is right for the child and yet we fail because there is no evidence of progress in class for these learners. We are really frustrated.’ (Participant G)
Participant G wanted more assistance from the SBST than what they were receiving. They are concerned about proper guidelines, about providing support which is not shared or is not known. Conversely, classroom teachers have confidence in themselves. They consider themselves essential in the support process as they spend more time observing learners in the classroom. They gauge their knowledge as vital. Because of time spent with learners, they can create a positive learning environment in the classrooms for learners to be productively engaged as individuals and as groups. This participant believes that collaboration of stakeholders can strengthen the support. To ease the difficulties, role players involved in support provision should work together better.
“Detailed procedures on how to conduct Screening, Identification, Assessment and Support (SIAS) have been given out to teachers as handouts. We have managed to facilitate some workshops with the teachers on the SIAS process but time constraints have hindered proper monitoring on our side. Some referrals have been done, while others are still awaiting relevant documentation from parents.’ (Participant A)
Participant A expressed satisfaction with a good job done as a SBST member in supporting teachers. This was specifically referred to the case of the SIAS processes and how referrals are done. He believed that teachers were pleased with the progress and advancements of IE in the school, especially with the responsibilities of the SBST, which are considered done to their best of their capabilities. In addition, the support that they can provide is valued as they share what have learnt from the DBST. The SBST plan and present workshops at the school afford teachers the chance to obtain crucial knowledge they need in the support process.
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“We are assured that we are not alone; the SBST understand and acknowledge our efforts in helping learners, especially with regard to support and working in a school with limited resources.” (Participant E)
Participant E alluded to the acknowledgements they receive from the team members about the efforts demonstrated in helping leaners who are experiencing difficulties to learning. Improvisation of teaching and learning material is appreciated since the school has insufficient resources to enhance IE and coordinate support activities. Being with the SBST full time at school strengthens their relationships and eases the tension as they are swimming in the same pond.
“The team gives counselling to abused learners. The lay counsellor helps the teachers in supporting those learners who cannot talk about problems that they encounter which impacts on their poor academic performance or not at an expected level/standard. “(Participant F)
Participant F confirmed that the different roles played by the SBST were vital. Their experiences of the team interventions with barriers to learning were appreciated. The experiences of working with learners for a long period of time are acknowledged as beneficial since it assists in helping learners who have been abused. Despite being aware that the team does not receive formal remedial support training in their years of initial teacher education, their skills are considered valuable and supportive to improving barriers to learning.
“We are also provided with general knowledge of IE and the its benefits for learners performance in general as individuals and to the overall school results improvements in particular. We are exposed to personnel with expertise in the field of learner support and other crucial aspects of the learners’ growth. There is an ongoing support from the school management for teachers in need. They apply an open-door policy. We are encouraged to attend district workshop invitations on IE.” (Participant B)
Participant B alluded to what participant B touched on when realising and recognising the efforts of the SBST within the school. The progress may only be slightly noticeable but teachers acknowledge efforts contributed by their team at school level. Challenges are more noticeable when trying to access help which is supposed to be provided by district or provincial officials. In- house workshops are conducted, which informs teachers of the current issues and developments
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with regards to IE. Responses from the participants confirmed the existence of the SBST and its valuable role at the school.
Teachers are seen as being in need of the support provided by the SBST at a school level and by the DBST at a district level. They mentioned that despite having an established SBST at the school, which is perceived as functional, there is only partial progress, or few improvements, in addressing the IE challenges and effectively supporting learners with learning difficulties and having appropriate facilities that accommodate all types of needs. What can be seen as of minimal differences as well as what intensifies the challenges, is the fact that the SBST’s remedial support skills and knowledge is informal; they rely mostly on their teaching experience. Teachers are also concerned about a shortage of ongoing support from the district officials, the DBST or the Special Needs Education services (SNES) directorate at a provincial level.
The DBST specialists’ support is virtually non-existent Porter (2000, p. 68) in his study states that teachers are in possession of minimal knowledge in providing direct and effective support to other teachers. Teachers rely on these structures which provide them with appropriate strategies on how to help learners with barriers and those experiencing difficulties to learning in the classroom. Their concern is about competent skills needed to offer appropriate support with greater confidence. After the SBSTs have been trained, or have attended workshops, it is necessary to share the gained information with the teachers. Both classroom teachers and the SBST share similar concerns about the slow pace in achieving the desired outcomes by getting useful knowledge in order to successfully help learners who have difficulties in learning. They all lamented absence of regular workshops and not receiving updated information timeously to increase and improve their own knowledge of IE. Teachers recognized the importance of consistent and effective monitoring of the processes of SIAS and timely referrals. Supervision from both the district personnel and the SBST is important in order to bring about change and achieve the objectives of the EWP6 of 2001.