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dc.contributor.advisorHay, J.F., Profen_US
dc.contributor.authorBotha, Daleenen_US
dc.date.accessioned2020-03-14T10:35:31Z
dc.date.available2020-03-14T10:35:31Z
dc.date.issued2019en_US
dc.identifier.urihttps://orcid.org/0000-0003-3329-5207en_US
dc.identifier.urihttp://hdl.handle.net/10394/34373
dc.descriptionM.Ed (Leerderondersteuning), North-West University, Potchefstroom Campus
dc.description.abstractWithin the ideal of a democratic South Africa, several changes have manifested in the education system since 1994. Education White Paper 6 as policy document promotes a single education system for all learners. Although Education White Paper 6 envisions the development of the potential of all learners, access to the curriculum by learners experiencing barriers to learning and development is emphasised. The school-based support team as a proposed structure and component of inclusive education at school level plays a key role in providing holistic support to learners who experience barriers to learning and development. The purpose of this study was to determine which success factors are contributing to the functionality of school-based support teams in rural schools in the North-West Province. A qualitative research approach was followed. Appreciative inquiry as research lens was utilised within a multiple case study design. The findings indicated that inclusive education is made workable through functional school-based support teams in this specific context. Factors contributing to the effective functioning of the school-based support team at these schools correspond with regard to their implementation of learner support and only differ where contextual differences dictate such. The indicators identified as success factors contributing to the functional operation of school-based support teams in rural schools in the North-West Province, as determined by the findings of the study include the following: proper knowledge of policies, roles and functions; intervention in practice; implementation of SIAS policy and procedures; managing of challenges; exploring, facilitating and mobilising collaboration with stakeholders; and discovering feasible and creative strategies to close gaps in learner support. Based on the data collected, and in accordance with the literature, success factors related to a functional school-based support team at school level plays a determining role in making inclusive education feasible. The study hopes to contribute to increase the number of rural primary schools with functional school-based support teams and enhance the performance and effectiveness of already-existing functional school-based support teams.en_US
dc.language.isootheren_US
dc.publisherNorth-West University (South Africa)en_US
dc.subjectBarriers to learning and developmenten_US
dc.subjectcollaborationen_US
dc.subjectfunctionalen_US
dc.subjectinclusive educationen_US
dc.subjectlearner supporten_US
dc.subjectrural primary schoolsen_US
dc.subjectschool-based support teamen_US
dc.subjectSIAS policyen_US
dc.subjectstakeholdersen_US
dc.titleSuksesfaktore betrokke by funksionele skoolgebaseerde ondersteuningspanne in landelike laerskole in die Noordwesprovinsieen_US
dc.typeThesisen_US
dc.description.thesistypeMastersen_US
dc.contributor.researchID21255253 - Hay, John Francis (Supervisor)en_US


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