Support required by School- Based Support Teams of special schools to help teachers reduce barriers to learning

Abstract

Bronfenbrenner's ecological systems theory is the basis for this Participatory Action Learning and Action Research (PALAR) study, which aims to investigate the support needed by School-Based Support Teams (SBSTs) to help teachers at special schools to reduce barriers to learning. The study emphasises the powerful capacity stakeholders have to develop the best ways to support the SBST of the participating school to help teachers reduce barriers to learning. The focus of this research study was guided by the main research question: “What is the support needed by SBSTs to help teachers at special schools to reduce barriers to learning?” A total of six participants became the co-researchers in this study. The participants represented various roles of the SBST, including the coordinator, secretary, School Management Team (SMT) representative, Learning and Teaching Support Material (LTSM) coordinator, Disciplinary Committee coordinator, and school nurse from the special school in Sedibeng East district in Gauteng. They participated in a four-cycle process by engaging in scheduled action learning meetings during which they collaboratively devised and implemented a research plan and came together regularly to share and critically reflect on the emerging findings. Participants were thus actively involved in identifying problems and finding solutions. The qualitative data generation strategies applied in this study include observation, drawing, focus group discussions, an open-ended questionnaire, and a reflective journal. Participation in the action learning process made the stakeholders aware of the value of collaboration, as well as the critical reflection skills of each participating member. The results indicate that the SBSTs in special schools need support to help teachers to reduce barriers to learning. Forms of support necessary to provide effective support to teachers as well as elements that obstruct the delivery of support for SBSTs were identified. The study makes recommendations for stakeholders on how to improve the situation and suggests topics for further study. The PALAR process met with some difficulties. Initially, the participants were not willing to share their knowledge and experiences as they did not want to be judged, but they started showing more interest and openness to share ideas as they started to understand that they were going to learn from each other. A further limitation is that during the process of the study the government implemented Coronavirus disease (COVID-19) social distancing regulations. It was difficult to schedule meetings with participants, so the number of meetings were reduced, and participants met under strict physical distancing conditions.