Exploring keystone characteristics of an institutional level support team in a school in Gauteng, South Africa
Online Access
http://hdl.handle.net/10210/7268Abstract
M.Ed.This study is a qualitative interpretive enquiry that explored the keystone characteristics of the Intuitional Level Support Team (ILST) in a primary school in Gauteng, South Africa. Education White Paper 6 proposed the ILST as one of the pivotal structures for the implementation of inclusive education. The critique on special education is founded on the psycho-medical paradigm. The lens of critical and social constructionist theory showed that 'special educational needs' is a social product. Political, structural, social and socio-economic processes disadvantage and marginalise some groups and label them into categories. Using the human rights and social rights discourse, I argue that the inclusion discourse should focus on the broader issues of diversity in the classroom rather than narrowly focusing on disability and 'special needs' issues. Hence, this study is located in the broader discourse of social inclusion and exclusion. The interpretative paradigm is the epistemological foundation of this study. Within this mode of enquiry I employed the case study as a research tool to explore the micro-world of the ILST. The instruments utilised were the semi-structured interviews and document analysis. The theoretical frameworks used to analyse the data emanated from two approaches: the bio-ecological model of Bronfenbrenner and the school effectiveness and the school improvement theoretical frameworks. The data analysis involved scanning, sorting, orgamzmg, synthesizing, pattern searching and categorizing. Bronfenbrenner's (Bronfenbrenner & Morris, 1998) bio-ecological model is a useful framework to study the ecology of the ILST. The research indicated that the ILST is a structure that is embedded within the broader school system and like keystone organisms can positively influence the eco-system of the school when certain keystone characteristics are present. The ILST as a micro-system does not operate in isolation but interacts with other systems inside and outside the school to harness the psycho-educational and psychosocial support for learners. A number ofkeystone characteristics of the ILST emanated from the research. The analysis suggest that using education in human values or value based support as the foundation in all aspects of the school plays a central role in providing psycho-educational support for the learners. Effective leadership of the ILST has been a driving force in making the ILST effective. Effective leadership at all levels of the eco-system of the school is a keystone characteristic that positively influences the functioning of the school. By building networks and partnerships the ILST can harness human and social capital from within the meso-system and exosystem to offer psycho-educational support to both learners and teachers. Continuous learning or lifelong learning seems to be a key element in equipping teachers to cope with the rapid changes in education. Reflection has played an important role in the process of learning and improving practice within the ILST. Having knowledge and skills, being imbued with passion, compassion and patience are keystone personal attributes that keep ILST members motivated to carry out its role and functions. Garnering parental involvement in providing psycho-educational support for learners is crucial in the intervention process.
Date
2012-09-10Type
Mini-DissertationIdentifier
oai:uj:9867oai:uj:9867
http://hdl.handle.net/10210/7268