School-based support teams’ views about their roles in supporting learners experiencing barriers to learning in mainstream classrooms

Background: Support for learners experiencing barriers to learning is critical for their successful inclusion in mainstream classrooms. This article presents the findings of a study that examined school-based support teams’ self-reported efficacies in supporting learners experiencing barriers to learning. Aim: The study investigates how members of school-based support teams’ perform their roles in supporting learners experiencing barriers to learning in four South African mainstream primary schools. Setting: This study was done in Johannesburg South District of Gauteng province of South Africa. It was executed in public mainstream schools serving learners mainly from low to middle income communities. Methods: The study used a multiple case study research design immersed in a qualitative research approach. The study was viewed through Sen’s capability theoretical framework. Data were collected through semi-structured individual interviews and analysed thematically. Eight members of school-based support teams from four Johannesburg South mainstream primary schools were purposefully selected for this study. Results: Findings of the study revealed that members of the school-based support teams see their role as screening, identification of learners facing barriers to learning, advocacy, as well as collaboration with parents of children facing barriers to learning. Furthermore, the findings showed that the school-based support teams (SBSTs) members also refer learners to the district-based support teams and collaborate with other stakeholders. Strategies to strengthen SBSTs’ efficacies, which were identified in this study, are that there is a need for continuous in-service training for school-based support teams members and the reduction of workload for them. However, the study established that there is a dearth of literature on how SBSTs perceive their roles in Johannesburg South District. This study addresses the gap in existing literature by contributing new insights into the perspectives of SBSTs within a specific district of South Africa. Conclusion: The study concludes that members of the school-based support teams, who were the participants in this study, reported that they performed most of their mandated roles in supporting learners experiencing barriers to learning. However, they also identified a need to strengthen their work in supporting learners. Contribution: This research has highlighted the views of school-based support teams, which may add to the knowledge base of the portfolio of SBSTs in promoting inclusion within mainstream schools. Moreover, this study could assist in alleviating the challenges encountered by SBSTs in executing their roles.