EXPLORING KEYSTONE CHARACTERISTICS OF AN INSTITUTIONAL LEVEL SUPPORT TEAM IN A SCHOOL IN GAUTENG SOUTH AFRICA

by

JAGANATHANPERUMAL

MINOR DISSERTATION

submitted in partial fulfilment of the requirements for the degree

MAGISTER EDUCATIONIS

in

EDUCATIONAL PSYCHOLOGY

m

FACULTY OF EDUCATION

at the

UNIVERSITY OF JOHANNESBURG

SUPERVISOR : J.V. FOURIE

AUGUST2010

DECLARATION OF ORIGINALITY

I, Jaganathan Perumal, hereby declare that this minor dissertation or any version of it has not been previously submitted for assessment to the University of Johannesburg or any other university or institution of higher education. I declare that, to the best of my knowledge and belief, this is my own work, all sources have been properly acknowledged and referenced, and it contains no plagiarism.

JAGANATHAN PERUMAL J. V. FOURIE

CANDIDATE SUPERVISOR

ii

ACKNOWLEDGEMENTS

In Bronfenbrenner's bio-ecological model process has been described as particular forms of interaction between organism and environment called proximal processes that operate over time and are considered as primary mechanism producing human development. In the development of this minor dissertation and my academic development I am extremely indebted to many people for their love, caring, sharing and wisdom.

I am extremely grateful to my supervisor, Ms Jean Fourie for her guidance and support in this research and for her insightful comments. The promptness of her responses to my chapters, sometimes within hours of emailing them, was amazing. To Dr. Elzette Fritz, Dr. Helen Dunbar Krige, Professor Pillay, Dr. Beekman and V.J. Jaggan thank you for your compassion and guidance during the coursework. I wish to place on record my appreciation to the University of Johannesburg for granting me a bursary.

The principal, teachers, members of the Institutional Level Support Team (ILST) and students were extremely magnanimous in allowing me entry into the micro-world of the ILST and the school. They shared their rich experiences and helped me to co-construct this minor dissertation.

Being at the bottom of the list of acknowledgements in no way diminishes the significance of the love and support of my family. To my dear wife Krishni, I owe an undying debt for the love, support and the long hours of editing and proof reading the text. To my son Strinivasan and daughter Nirvana, you are my greatest gifts; thank you for your eternal love and care.

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DEDICATION

This study is dedicated to the lineage ofthe Perumal and Naidoo families.

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ABSTRACT

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 v

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.

vi

CBO

DoE

DBST

DRC

ESN

HOD

HPCSA

ILST

IST

JPCC

NAPTOSA

NCESS

NCSNET

NGO

OBE

OECD

SASA

SAALED

SBST

SEN

SGB

SMT

TST

UNESCO

UJ

Wits

GLOSSARY OF ACRONYMNS AND ABBREVIATIONS

Community Based Organizations

Department of Education

District Based Support T earn

Democratic Republic of Congo

Educational Subnormal

Head of Department

Health Professions Council of South Africa

Institutional Level Support Team

Instructional Support Team

Johannesburg Parent and Child Counselling Centre

National Professional Teachers' Organization of South Africa

National Committee on Education Support Services

National Commission on Special Needs Education

Non Governmental Organisation

Outcomes-Based Education

Organization for Economic Cooperation and Development

South African Schools Act

South African Association for Learning and Educational Differences

School Based Support Team

Special Educational Needs

School Governing Body

Senior Management Team

Teacher Support Team

United Nations Educational Scientific and Cultural Organization

University of Johannesburg

University of Witwatersrand

vii

Declaration of Originality

Acknowledgements

Dedication

Abstract

TABLE OF CONTENTS

Glossary of Acronyms and Abbreviations

CHAPTER ONE: CONTEXTUALISING THE RESEARCH

1.1 Introduction

1.2 Research Problem

1.3 Purpose of the Study

1.4 Research Design

1.5 Issues ofTrustworthiness

1.6 Selection of Participants

1.7 Data Collection Strategies

1.8 Data Analysis

1.9 Compliance with Ethical Standards

1.10 Overview of Chapters

CHAPTER TWO: JOURNEYING INTO THE REALMS OF THE LITERATURE

2.1 Introduction

2.2 A Theoretical Critique on Special Education

2.2.1 Discourses that Shape Special Needs Education

2.2.2 Special Educational Needs as Social Product

2.3 Paradigm shift to Inclusive Education

2.3 .1 Social Inclusion and the Political Agenda

2.4 International Trends in Inclusive Education Provisioning

2.5 Keystone Characteristics of Inclusive Schools

2.5.1 Introduction

2.5.2 Exploring Keystone Characteristics through the Bio-ecological Lens

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2.5.3 Inclusive Schools as Learning Organizations

2.5.4 Inclusion, Effective Schools and School Improvement

2.5.4.1 Leadership

2.5.4.2 Collaboration and Networks

2.5.4.3 Staff development for School Improvement

2.6 Proposals for Educational Inclusion in SA

2.6.1 Outline ofPolicy Framework

2.6.2 Developing Institutional-Level Support Teams

2.6.2.1 What is an Institutional-Level Support Team?

2.6.3 School Based Support Structures in some Districts in the USA

2.7. Summary and Conclusion

CHAPTER THREE: THE RESEARCH METHODOLOGY

3.1 Introduction

3.2 Research Design

3.2.1 Naturalistic/Interpretative Approach

3.2.2 Case Study

3.2.2.1 Purpose and Characteristics of the Case Study

3 .2.2.2 Strengths of Case Study

3.2.2.3 Limitations of Case Study

3.3 Selection of Participants

3.4 Gaining Access to the Participants

3.5 Research Instruments

3.5.1 Interviews

3.5.2 Document Analysis

3.6 Data Analysis

3.7 Ethical Standards

3.8 Summary and Conclusion

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CHAPTER FOUR: PRESENTATION AND INTERPRETATION OF THE DATA

4.1 Introduction

4.2 Emerging themes

4.2.1 Portrait of Qantani Primary

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4.2.2 Support Based on Human Values 53

4.2.3 Effective Leadership 56

4.2.4 Building Networks or Partnerships to Harness Human and Social Capital 58

4.2.5 Continuous Learning for Professional Development

4.2.6 Personal Attributes of Members ofthe ILST

4.2.6.1 Knowledge and Skills

4.2.6.2 Compassion

4.2.6.3 Passion

4.2.6.4 Patience

4.2.7 The Reflective Practitioner

4.2.8 Parents as Partners

4.3 Summary and Conclusion

CHAPTER FIVE: SUMMARY, CONCLUSION, IMPLICATIONS AND

LIMITATIONS

5.1

5.2

5.3

Introduction

Theoretical Foundations of the Study

Exploring the Micro-world of the ILST: Methodological Insights

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5.4 Implications of Findings: Keystone Characteristics ofthe ILST 75

5.4.1 Value based Support 75

5.4.2 Effective Leadership 76

5.4.3 Building Networks or Partnerships to harness Human and Social Capital 77

5.4.4 Continuous Learning for Professional Development

5.4.5 Reflection as a Process of Learning

5.4.6 Personal attributes of members

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5.4.7 Parents as Partners

5.5 Limitations ofthe Study

5.6 Implications for Further Research

5.7. Final Words

List of Tables

Table 1: Conceptual and Operational Guidelines for the Implementation of Inclusive

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Education 32

Table 2: The Instructional Support Team 35

List of Figures

Figure 1: ILST Network Matrix 62

References 84

Appendices

Appendix 1: Interview Transcripts

Appendix 2: Ethical Clearance Letter

Appendix 3: Informed Consent Letters

Appendix 4: Declaration of Confidentiality

Appendix 5: School Newsletter

Appendix 6: Writings on Education in Human Values by Pupils

Appendix 7: ILST Quarterly Reports

Appendix 8: Acknowledgment of Language Editing

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1.1 Introduction

CHAPTER ONE

CONTEXTUALISING THE RESEARCH

This study is a qualitative interpretivist enquiry into keystone characteristics of the

Institutional Level Support Team (ILST) of a school in Gauteng, South Africa. In

moving towards inclusive education, the Department of Education (DoE) in South

Africa, proposed the establishment of the ILST as one of the structures to provide site­

based support for learners experiencing barriers to learning (DoE, 2001). Instead of

researching why ILSTs are not functional in South Africa I use a positive psychology

or asset-based approach to explore what worked in the site of my study. Hence, the

focus of my study is on exploring the keystone characteristics of the ILST. The study is

located in the broader discourse of social inclusion and exclusion.

In this chapter I present the rationale, the research question and the significance of the

study. I conclude the chapter by giving a brief account of the ethical standards that I

had adhered to in conducting this research.

1.2 Research Problem

The movement towards a society that respects diversity emerged poignantly at the World

Conference of "Education for All: Meeting Basic Learning Needs" in 1990 (UNESCO,

1990). This movement is concerned with ensuring access to basic education for all

(UNESCO, 2001). In order to advance the agenda of"Education for All", UNESCO held a

World Conference on "Special Needs Education: Access and Quality" in Salamanca, Spain

in 1994 (UNESCO, 1994), placing special needs education on the international agenda.

The "Salamanca Statement" which emanated from this conference proposed the concept of

inclusive education, and emphasized reform and restructuring of school system so that all

learners could be included in it. In response to the international call of "Education for All",

South Africa launched Education White Paper 6: Special Needs Education Building an

Inclusive Education and Training System" in 2001 (hereinafter called White Paper 6),

calling for the implementation of the educational inclusion policy (DOE, 2001).

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White Paper 6 proposes two structures, namely the District Based Support Team (DBST)

and the Institutional Level Support Team (ILST) as pivotal for the implementation of

inclusive education (DOE, 2001). In the province of Gauteng, South Africa, the ILST is

referred to as the School Based Support Team (SBST). Implicit in the rationale for the

establishment of these structures is the paradigm shift from the medical model to a social

model (DOE(a), 2009; DOE(b), 2009). While the medical model focused on deficits within

the learner, the social model maintains that factors outside the learner can contribute

significantly to barriers to learning. The role of the ILST is to support learners and teachers

to address these barriers to learning (ibid). Moreover, the relevance of models from the

North to the South African context has been questioned for various reasons. Firstly, for

economic reasons the majority of blacks have little or no access to private counsellors.

Pillay (2003) asserts that the traditional individual approach to psychotherapy is

inadequate to deal with psychological problems within the South African context. There

are ''too many people with psychological problems and a limited number of people who

could help; the financial and physical resources are inadequate to provide help" (Pretorius­

Heuchert & Ahmed, 2001:23-24, in Pillay, 2003). The scenario is exacerbated by the fact

that the majority of schools that service the black population do not have school

counsellors. Guidance and counselling services in South Africa do not exist for the

majority ofthe people (Ganie, 1996). In 2009 the Department of Education recognized the

need to employ counsellors but fiscal constraints and competing priorities in education

stymied the process (GDE Discussion Document, 2009). The ILST therefore has to fulfil

some of the functions of lay counsellors. This does not suggest that the members of the

ILST should take on the roles and responsibilities of psychologists or professional

counsellors, but rather address some of the needs oflearners and teachers.

Policy imperatives in South Africa reflect a philosophy of basic education for all, equity,

redress for the iniquities of apartheid and education under one unified system of education.

The exclusionary forces in education, despite these progressive policies since 1994, have

motivated this search into practices that support the participation of all learners in an

enabling, non-discriminatory and democratic learning environment. According to White

Paper 6 (DoE, 2001) and implementations plans (DoE, 2005; DoE, 2008), the ILST will

play a pivotal role in supporting learners and teachers in identifying and addressing

barriers to learning. Hence my interest in exploring what are the characteristics that make

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an ILST effective.

Since the launch of White Paper 6 in 2001 some studies have been conducted on the

broader systemic level of implementation of policy, and a few on the management of the

implementation of inclusive education at the school level (Maphula, 2005; Mbatha, 2005).

My literature searches uncovered only one study on the ILST, which focused on a rural

school in KwaZulu-Natal. This indicates a paucity of studies on the ILST. According to

Sayed (2003), much of the research in South Africa has focused on the policy gap between

intention and practice, but there is inadequate research on how policies are experienced at

the institutional, community and individual level. Hence, by exploring experiences of the

ILST at the micro level, that is, at the school, teacher and learner levels, I shall be able to

be able to explore the keystone characteristics of an ILST.

Recent studies have shown that both the DBST and ILST are non-functional in the

majority of districts and schools in South Africa (Maphula, 2005, Mbatha, 2005; Perumal,

2005). School Management Teams (SMT) and teachers are grappling with what constitutes

an ILST and how to lend support to learners who are experiencing barriers to learning. The

literature has shown that policy development and legislation does not necessarily translate

into practice (Sayed & Jansen, 2001; Sayed, Soudien & Carrim, 2003). The extent of the

policy gap between intention and practice is acknowledged and requires investigation

(ibid). However, in my experience as a district official, and from my previous research

(Perumal, 2005) into the implementation of inclusive education indicate that there are

pockets of effective schools that have well established and functional institutional level

support teams. Research into the "effective schools" literature, as well as the 'school

improvement' literature, has identified certain conditions that promote reform or change in

schools (Caldwell & Spinks, 1993; Stole & Fink, 1999; Hopkins & Reynolds, 2005;

Townshend, 2007). The following conditions or characteristics, among others, are

important in fostering school effectiveness, development and change: effective leadership,

involvement of staff in school policies and decision-making, collaborative planning,

effective coordination strategies, attention to the potential benefits to enquiry and

reflection, and a policy of staff development (ibid). I see a link between the characteristics

of effective schools and the characteristics of an effective ILST. Hence, by exploring an

ILST that has characteristics of an effective school I hope to uncover the keystone

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characteristics of the ILST. At this juncture I will elucidate the concept 'keystone'.

Biological keystone organisms maintain the health of their ecosystems through specific

modes of behaviour that effect the propagation of the entire system (Iansiti & Levien,

2004:82). Whether in biology, business or other systems in life the keystones perform

similar roles in that they "occupy richly connected hubs that provide the foundation for

creating many niches, regulate connections among ecosystem members and work to

achieve diversity and productivity" (ibid). They provide a platform on which other

ecosystem members can depend. Keystones ensure their own survival and health by

directly improving the ecosystem. In other words, the members of the ecosystem work to

improve the ecosystem for mutual benefit. The mutual benefit is not for altruistic reasons

but as a strategy to improve the system so that the self can benefit. The central feature of

the strategy is managing external resources, shaping the structure of the external network,

and maintaining and harnessing external health (ibid). Keystones achieve their goals by

harnessing resources and capabilities from across the networks. They share information,

intellectual property and physical assets. The denotative meaning of keystone is "the large

central stone in an arch that keeps the other stones in position. The most important part on

an idea, belief, or process that influences how it develops" (Longman, 2006). Implicit in

the above definitions are the concepts of a "hub", "central feature", and "most important".

The hub or the central feature operates or interacts within an ecosystem and influences that

system. Drawing from these concepts of keystone features, I wish to explore the keystone

features of the ILST within the ecosystem of the school and its community.

Emanating from the literature and personal expenences as a district official in the

Department of Education, the critical question is: "What are the keystone characteristics

of the Institutional Level Support Team?" In order to answer my critical question, I

need to explore various aspects of the ILST and the school community, such as the

structure of the school, the leadership, the staff, community involvement, the roles and

function of the ILST, the activities of the ILST, the kinds of support offered to learners and

teachers, and the interactions between the ILST and the school community. In essence, I

have to explore the micro cultural world of the ILST. The ILST does not operate in a

vacuum but within the ecosystem of the school and its community and the broader

education system of the province and the country. Implicit in the above statement is the

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systems theory and the bio-ecological framework of Bronfenbrenner (Bronfenbrenner &

Morris, 1998).

One of the maJor challenges for the education system, teachers and educational

psychologists is to understand the complexity of the influences, interactions and

interrelationships between the individual and multiple other systems that are connected to

the learner from an ecological systems theory or systems change perspective (Swart &

Pettipher, 2008:9) Bronfenbrenner's bio-ecological model is an example of the

multidimensional model of human development (Bronfenbrenner & Morris, 1998). The

model suggests that there are layers or levels of interacting systems resulting in change,

growth and development, such as physical, biological, psychological, social and cultural

(ibid). What happens in one system affects and is affected by other systems. The

importance of the bio-ecological model of development to education and psychotherapy is

the emphasis it places on the interaction between the individual's development and the

system within the social context. Therefore, it is important to take cognisance of both the

positive and negative impact of the environment or systems on the individual during

therapeutic intervention. The members of the ILST interact within multiple systems, viz.

the school, the community, the education system and the family. Therefore, in order to

gain an insight into what are the keystone features, I explore the interrelationships of the

ILST within these systems.

1.3 Purpose of the Study

The study aims to explore the keystone characteristics of an Institutional Level Support

Team in a school in the Johannesburg East District in Gauteng, South Africa. Findings

from this study can be used to inform professional development of teachers and thereby

improve the support services rendered by the ILS T.

1.4 Research Design

The choice of my research design emanates from my critical question: "What are the

keystone characteristics of an ILST?" I propose to use the case study method of inquiry

because it affords an opportunity to observe the natural environment of the ILST, that is,

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the school, the classroom, and the interactions between participants within the school and

the local community. The case study involves the observation of an individual unit, e.g.

ILST, a family, a class, a school, a community, an event or an entire culture (Stake, 1995;

Yin, 2008). To qualify as a case study the unit must be a bounded system. The unit of

analysis in my study is the ILST, a bounded system in that it is a structure within the

school with demarcated roles and functions. A case study is used to obtain in-depth

understanding which is rich in meaning (Stake, 1995; Yin, 2008; Simons, 2009). The focus

of case study research is on process rather than outcome, on discovery rather than

confirmation (ibid). A case study must involve the collection of extensive data to produce

understanding of the entity being studied. A case study allows the investigation to retain

the holistic and meaningful characteristic of real life events (ibid). The study of a particular

case is to get a detailed understanding of that case and hope from this understanding to

shed light on the wider phenomenon of which that case is an example (ibid).

In response to criticisms of the positivist paradigm, naturalist researchers have developed

an alternative view of the proper nature of social research, often termed 'naturalism'

(Lincoln & Guba, 1985; Denzin & Lincoln, 2000). Naturalism proposes that, as far as

possible the social world should be studied in its natural state, undisturbed by the

researcher. I am interested in how people interpret and negotiate meaning in their natural

environment. Hence I am influenced by the constructivist paradigm on how people make

or construct meaning in their environments. In exploring the working of the ILST within

the school environment I aim to unearth some of the keystone characteristics of the ILST.

1.5 Issues of Trustworthiness

The case study method of enquiry gives me firsthand information as the researcher, since I

am the main data-gathering instrument, but this has a limitation because of a possibility of

researcher bias. The question of researcher bias can be minimised by sound triangulation

techniques. The aim of the naturalist researcher is not to present a single reality asserting

itself as truth, rather naturalist researchers aim to discover multiple realities that co-exist

within any research context (Lincoln & Guba, 1985; Denzin & Lincoln, 2000). The

participants of the research context should judge whether their realities have been

accurately represented. The trustworthiness of the research depends on whether the

6

informants find the data credible rather than whether the data proclaims some eternal truth

(ibid). Instead of being concerned with representativity of research (external validity),

Lincoln and Guba (1985) suggest the use of the construct "transferability". The naturalist

researcher should describe as "thickly" as possible the specificities of the research context

under review. This type of reporting will enable the reader to compare the context being

described with his or her own context. The choice is left to the reader to decide whether to

transfer ideas, interpretation or insights across their own contexts.

The term "dependability" is used to counter the construct of "reliability" (ibid). The

trustworthiness of a naturalistic inquiry should be assessed not according to how consistent

a particular human action, phenomenon or behaviour is (reliability construct), but rather

how dependent these actions, behaviours and phenomena are on the complex, interactive,

dynamic and dialectical processes under investigation (ibid). The aim of this naturalistic

inquiry is to provide in-depth rich information, which is context-bound and does not

concern itself with pursuing eternal truths. Henning, Van Rensburg and Smit (2004) stress

the need for "ongoing checking for bias, neglect and lack of precision" by the researcher.

In this study the trustworthiness of the findings will be checked by triangulating the

collected data to establish its accuracy and quality. The creation of an audit trail will

ensure that all data is retained 1 and available for scrutiny. Member checking will involve

participants reading their data sources to ensure that I have represented their ideas

accurately both in the original transcription and after the interpretation of the data. Using

"rich thick description to convey the findings" helps to clarify understanding the nature of

the context ofthe study (Creswell, 2003:196, Cresswell, 2008).

1.6 Selection of Participants

The "purposive sampling" technique was used in selecting the school for this study, and

involves selecting a case because it serves the purpose and objectives of the researcher of

gaining insight and understanding of a particular chosen phenomenon (Given, 2008).

Purposive sampling is also referred to as 'criteria-based selection, where the researcher

looks for a set of criteria or a list of attributes that the unit of study must possess (Given,

1 Although 'data' is a Latin plural of datum, it may also be used grammatically as an uncountable singular,

as is the case in this study.

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2008; LeCompte & Preissle, 1993). One of the main criteria that guided my choice of

school is that the school has the characteristics that support inclusive practices that enable

pupils to participate in the curricula of the school.

Within the rubric of purposive sampling is the "reputational" way of choosing a school.

This involves choosing a case on the recommendations of an expert or news or reports

(Given, 2008). As a district official I am privy to reports by ILSTs and discussions of cases

and schools during DBST meetings. During unit meetings and DBST meetings the

functionality of ILSTs are discussed. I used these reports and the recommendations of

specialists within my unit and the DBST to select a school for my study.

According to Williamson, Karp and Dalphin (1977:33, cited in Wasielewski, 2004), this

type of sampling procedure has proven useful in observational and qualitative research.

Cooper and Emory (1995:20, cited in Wasielewski, 2004) write that judgement samples

are appropriate for use in exploratory studies. Zikmund (1997:428, cited in Wasielewski,

2004) writes that in judgement sampling the researcher purposefully selects certain

individuals for their relevance to the research, based on his I her experience, and that this

offers the advantage of including individuals crucial to the study. The positivists would see

this as a disadvantage, as there is no assurance that the individuals selected are in any way

representative of the population. However, as a qualitative researcher my concern is not

with representativity but with transferability.

1. 7 Data Collection Strategies

I used a two-month period for my field work and data collection, spending two days a

week doing field work at my site. My data collection strategies included observation,

individual interviews and focused group interviews.

• Observation entailed on site observations of ILST meetings, case discussions,

interactions between ILST members and teachers, and teacher interventions with

learners and parents.

• Semi-structured interviews, with a duration of approximately one hour per

interview, were conducted with the following participants in the research:

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• Coordinator of the ILST

• 1 teacher

• 1 member ofthe Schools Management Team (SMT)

• 1learner

1.8 Data Analysis

McMillan and Schumacher (2001) state that qualitative data analysis is primarily an

inductive process of organising data into categories, and identifying patterns and

relationships. An inductive approach was used in the analysis of the collected data. The

main purpose of the inductive approach is to extract meaning (research findings) from the

data. The data was then scanned for dominant themes. The scanning process involved

organising, abstracting, integrating and synthesising the data (ibid). Dominant themes or

patterns were then categorised.

1.9 Compliance with Ethical Standards

In conducting this research I endeavoured to comply with the ethics espoused by the

research fraternity and the ethical standards of the Health Profession Council of South

Africa (HPCSA). Approval for the study was granted by the Faculty of Education's Higher

Degrees Committee and the Ethics Committee of the University of Johannesburg (see

Appendix for Clearance Letter). Written permission for the research was granted by the

School Governing Body, teachers, parents of learners and learners themselves (See

Appendix 3). I signed a declaration of confidentiality to the school and the participants

concerned (see Appendix). Participation in this study was voluntary and participants were

given the right to withdraw at any time, without penalty. Informed written consent was

obtained from the participants to take part in the study (See Appendix 3). In Chapter Three

I provide a more detailed account of the ethical issues and my adherence to the ethics of

research.

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1.10 Overview of Chapters

Chapter One: This chapter presents the focus, rationale, significance and ethics of the

study.

Chapter Two: In Chapter Two I explore the literature to examine the theoretical critique

of special education, trends in inclusive education and keystone characteristics of the

ILST. I also present the theoretical lens of this study.

Chapter Three: In Chapter Three I examine the methodology of this research. I first give

a critical exposition of the naturalist or interpretivist mode of enquiry and then focus on the

case study as method for my investigation. I also explain the data collection strategies,

instruments and data analysis process.

Chapter Four: This chapter presents a detailed interpretation of the data and the

emerging themes.

Chapter Five: In this final chapter I present a summary of the study, methodological and

theoretical reflections, conclusions from the research, implications of the study for practice

and limitations ofthe study.

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CHAPTER TWO

JOURNEYING INTO THE REALMS OF THE LITERATURE

2.1 Introduction

The unit of analysis of my study is the ILST, which with the DBST are pivotal

structures proposed by Education White Paper 6 for the implementation of inclusive

education in South Africa. Before reviewing the literature on the ILST, I examine the

theoretical critique on special education, as the debate on change towards an inclusive

education system emerged from this sector. I use the critical and social constructionist

critique to postulate that special education is a social construction and to argue for the

debate on inclusion to be shifted from focusing on disabilities and special needs to all

forms of social exclusion. I briefly look at international trends in inclusive education

and argue that certain proposals by the research genres of the learning schools, effective

schools and school improvement, are useful in exploring the keystone characteristics of

the ILST. I conclude the chapter by examining proposals made in Education White

Paper 6 with special emphasis on the ILST.

2.2 A Theoretical Critique on Special Education

In the following section I examine the theoretical critique on special needs education

and the paradigm shift to inclusive education

2.2.1 Discourses that Shape Special Needs Education

There have been important changes internationally in the way disability and special

needs education has been constructed. These shifts indicate a change from a medical

discourse to a rights discourse. There is a significant body of literature that agrees that

the medical and psychological perspectives have dominated special education up until

the 1980s (Tomlinson, 1992; Booth & Ainscow, 1998; Armstrong, 2000). Riddle's

(1996:84-92) five perspectives in special education can be used as a framework to

depict the changing discourses in special education over the years. Riddle (1996), like

Fulcher (1989), suggests five organizing groups. According to Slee (2001(a)), Riddle's

11

work is a reconfiguration of Fulcher's (1989) four discourses on disability: medical

discourse, lay discourse, charity discourse, and rights discourse. The following are

Riddle's (1996: 84-92) list of perspectives in special education: the essentialist, social

constructionist, materialist, postmodemist and the disabilist movement perspectives.

The essentialist perspective locates disability or deficiencies in the individual, and is

premised on a diagnosis of the individual and defect as the baseline for intervention and

remediation. The aim is to make the individual 'normal' and to reduce difference.

Regular education is accepted for so-called 'normal' children and special education is

seen as assisting in the identification and treatment of those pathologies which exclude

students from regular schools (ibid).

The social constructionist perspective sees disability as an oppressive and normative

construct used against those of different class, race, gender, language, disability, which

enforce social marginalisation (ibid).

The materialist perspective rejects the tendency to locate disability within individual

pathology and social attitudes. Stories are produced to explain disability as personal

tragedy or a medical problem to be dealt with in the health system, in order to identify

and keep disabled people out of the labour market and make them dependent

consumers (ibid).

The postmodernist perspective states that the class struggle and the capitalist

production narratives are limited in explaining the complex and fragmented experiences

of disability across a range of identities. The postmodemist perspective creates spaces

for other voices and expressions in describing and analyzing disability.

The disability movement perspective does not enmesh itself in theoretical explanations

but rather uses an eclectic approach in their pursuit for social change and disability

rights in the mainstream political agenda (Riddle, 1996: 84-92).

Riddle's (1996) framework helps in organizing the different discourses in special

education, some of which I now examine in greater detail. Writers within the post­

positivist paradigm agree that special education was dominated by the psycho-medical

paradigm (Ainscow, 1998; Clark, Dyson & Millward, 1995; Skrtic, 1995; Norwich,

12

2000). Individuals are categorised according to their disability rather than external

factors. The medical discourse language of "body, patient, help, need, cure,

rehabilitation and its politics that the doctor knows best" has forged special education

practice (Fulcher, 1989: 27). Students are constructed as disabled and the disability is

conceived as an objective attribute, not a social construct (Naicker, 1999). According to

Ainscow (1995), the special needs field is dominated by this perspective, where the

educational difficulties of learners are explained in terms of particular disabilities,

social background and or psychological attributes. Individualized programmes are

formulated to support the child in order to assist his or her participation in schooling.

Usually, the child is removed from the mainstream curriculum for specialist help. In

more recent times, in some countries intervention programmes are provided in the

context of the mainstream class.

The following summary underscores the mam criticisms of the psycho medical

paradigm:

• The psycho medical paradigm takes the position of a positivist view of the

world. The positivist perspective view differences between students to be

objectively "real" and subject to investigation using the methods of natural

sciences.

• Differences m learners are seen as deficits and difficulties which are

understood largely through the disciplines of medicine and educational

psychology.

• It is essentially a functionalist view of special education as a rational

response to difficulties and deficits, diagnosed on the basis of scientific

inquiry, and offers scientifically proven interventions leading to cure and

improvement.

2.2.2 Special Educational Needs as Social Product

While the psycho-medical paradigm focused on special needs as emanating out of

objective or real characteristics of children, critical theorists or those taking the

constructivist position expound special needs as the product of social processes. The

deficit or the medical perspective sees the child as deficient, whereas critical theory

13

emphasises that the focus should be on the social and structural process, which

construct the special needs child. The following are some of the criticisms made by

critical theorists and noted by Gibson (1986: 140-141): 'Special needs' are largely

socially constructed (they are not simply there); the special child is produced, not

discovered. According to Gibson (ibid) certain professional groups have vested

interests in the growth of numbers of children classified as being in need of special

education. The history of special education is better understood in terms of such

interests rather than in terms of spontaneous, charitable benevolence. Special education

is a covert form of social control, and is a political issue, to be understood in the

context of society, not solely schooling, which is characterized by secrecy, an obsession

with measurement, and a high level of surveillance. Low status social groups, e.g.

minority groups, are over-represented in certain categories of special need (ibid).

Tomlinson (1981 :2) researched how children are categorised as 'educationally

subnormal' (ESN), finding that the category was shaped by decisions made by

professionals. The researcher found that different professionals had different

perceptions of the ESN child and that there was no consensus among them as to what

constituted ESN. The researcher questions the objective nature of the judgments of the

professionals and argues that they were not based solely on the educational

performance or the potential of the children, but rather were influenced by their

professional beliefs about behaviour, family, class and racial characteristics of the

children (ibid). The point in quoting the above research is that often professionals

regard categories such as ESN as an objective reality. Educators have developed

categories and modes of perception which 'reify or thingify' individuals so that they

(educators) can confront students as institutional abstractions (Apple, 1990:133).

Traditional services are criticized as being based on ideology (Soder, 1992). Traditional

services such as segregated schools create a status of incompetence and dependency for

persons with disabilities (ibid). Professionals are also criticized as they have the

prerogative to define disability and thus have power and control over human beings.

According to Soder (ibid), professionals have self-interest in this labelling process

because the continued existence of their profession depends on keeping others in a

dependent position. Certain groups have vested interests in the expansion of special

needs.

14

Thus, the psycho-medical paradigm in special education is seen as an ideology that has

the "potential to be oppressive" (Gibson, 1986:143). Educators have the power to

impose these social constructions on students, such as 'smart' children and 'stupid

children, 'academic' areas and 'non-academic' areas, 'play activity' and 'learning

activity', 'slow learner' or 'discipline problem' (ibid). These labels seem to be

objective truths but are created by existing institutions (ibid: 134). The categories must

be treated as socially constructed and not absolutes, however, this is not to refute that

some students do experience learning difficulties.

The argument that special education is a social product can be cogently encapsulated as

follows:

• Concepts and categories of special needs are socially constructed within

social discourses.

• Social institutions such as schools or education systems are breeding

grounds for failure. This failure is managed by developing special needs

prOVlSlOn.

• Structural, social and processes disadvantage and . .

soc1o-econom1c

marginalise some groups.

I used the above critique of special education to argue that special education is an

ideology and needs to be replaced. Therefore a paradigm shift in education should

explore an educational system that addresses all forms of social exclusion.

2.3 Paradigm shift to Inclusive Education

There is consensus that traditional special education is flawed on moral, practical and

epistemological grounds (Booth, 1999). There has been a paradigm shift internationally

from special education to inclusive education. Internationally the human rights

movement has called for the inclusion of all people in all aspects of life. The inclusion

of pupils in ordinary 'mainstream' schools and classrooms is part of the value system of

the larger worldwide human rights movement. The term inclusion has become "an

15

international and national buzzword" (Swart & Pettipher, 2008:3). However, the

concept of inclusive education is contextual in that it varies from country to country

and also within countries. It could be said that in broad terms, it has come to refer to a

philosophy of education that promotes the education of all pupils in mainstream

schools. Despite the fact that there is no universal definition of inclusive education

there is a growing consensus as to the principal features of this multidimensional

concept (Mitchell, 2005:4-5). In terms of disabilities, these include the following:

entitlement to appropriate age regular classes in the neighbourhood; access to aids and

support services; individualized programmes; appropriate differentiated curriculum and

assessment practices (ibid).

Inclusion as outlined by the Salamanca Statement (UNESCO, 1994) is as follows:

• every child has a fundamental right to education and must be g1ven the

opportunity to achieve and maintain an acceptable level of learning

• every child has unique characteristics, interests, abilities and learning needs

• education systems should be designed and educational programmes

implemented to take into account the wide diversity of these characteristics and

needs

• those with special educational needs must have access to regular schools which

should accommodate them within child-centred pedagogy capable of meeting

these needs

The Salamanca conference placed inclusive education on the international agenda. In

the next paragraph I will discuss some of the propositions that underpin the discourse

on inclusive education.

Mitchell (2005) identifies 16 propositions in the discourse on inclusive education, but I

shall discuss only those most relevant to this dissertation:

Proposition 1: Inclusive education extends beyond special needs ansmg from

disabilities and includes other sources of disadvantage and marginalization, such as

gender, poverty, language, ethnicity, and geographic isolation. Many commentators

16

argue that inclusion should go beyond disability and make schools responsive to all

students, not just special needs arising out of disability (Mitchell, 2005: 1 ).

Proposition 2: Some commentators argue that inclusive education is a multidimensional

phenomenon with different countries not only developing at different rates but also in

different directions (Mitchell, 2005). One of the reasons for this divergence is that of

economics. The more affluent countries, which have well-resourced segregated special

education services, are being merged with equally well-resourced regular education.

The case is different in poorer countries, where special education never existed and

regular education often lacks resources.

Proposition 6: (Mitchell, 2005:6)

"With regards to students with disabilities, inclusive education is a site of conflicting

paradigms, centered on the different conceptualizations of special needs: (a) a psycho­

medical and (b) a socio-political model (ibid). The first of these paradigms is referred

to in different terminology, viz. as the "within the child model", the psycho-medical

model (Clarke et al, 1995), the discourse of deviance, the deficit model, the

pathological model (Naicker, 1999a) or the categorical model (Mitchell, 2005). In this

model, school failure is ascribed to defect, pathology or inadequacy located within the

student. Resources are tied by the diagnosis of a student's disabilities into one of the

official categories and special schooling is recommended (Slee, 2001). The second

paradigm is referred to as the "social model" (Mitchell, 2005), the socio-political

paradigm (Clark et al, 1995), the deficient system model (Naicker, 1999a). This

perspective expounds that special needs are a social product and special education is

seen as a system in which structural inequalities at the macro level are reproduced in

institutional form (Mitchell, 2005). In this paradigm it is assumed that society creates

barriers which limit access for people with disabilities and which are constructed to

serve the interests of the social majority (Mitchell, 2005). According to Naicker

(1999a), very little is said about system deficiencies, while problems within the learners

are given much focus.

In conclusion, it may be stated that the 'within the child' paradigm dominates.

17

2.3.1 Social Inclusion and the Political Agenda

Topping and Maloney (2005:3) state that the concept of educational inclusion is now

set in a wider context of "social inclusion", which encompasses those of all ages who

were marginalised, unproductive or non-participative in society. Social exclusion is

associated with, inter alia, poor skills, unemployment, low income, poor housing, high

crime areas, bad health and family breakdown.

Some critics perceive the inclusion movement as pursuing ideological approaches, with

Bailey (1998) critical of the "fervent crusade promoting inclusive schooling" and Low

( 1997:7 6) calling for the tempering of ideological zeal by looking at the realities of

disabilities. Low (1997:78) also advocates looking both at the commonalities and

differences between disabled and the non-disabled people, because the most requisite

support may be most effectively mobilised through having separate systems. This has

led some commentators to argue for a change of rhetoric from 'full inclusion' to

'responsible inclusion' or 'cautious inclusion' (Topping & Maloney, 2005). Farrel

(2000) argues that if inclusive education is pursued solely in terms of human rights then

very real difficulties can occur. One should look at enabling inclusion where one can

answer with integrity where and how pupils learn best (O'Brien, 2001).

What does inclusion mean in practice? Does it mean that a local school should provide

for 100% of the population? Does it mean that all pupils be educated in the same class

by the same teacher? Pijl and Cor Meijer's (1991) Organisation for Economic

Cooperation and Development (OECD) study indicates that countries seem to agree

that at least 1.5% of the students are difficult to integrate on a curricular level in regular

education.

2.4 International Trends in Inclusive Education Provisioning

The reform or transformational proposals tabled by the advocates of inclusion vary.

Skrtic (1995) has identified four types of reform proposals in the USA:

• The scrapping of all classification systems and pull-out approach associated

with the mainstreaming model.

18

• Restructuring the general and special education systems into a new system

in which students who need help in schools are provided with in-class

assistance.

• A restructured system that is flexible, supple and responsive.

• A totally adaptive system in which professionals personalize instruction

through group problem-solving, shared responsibility and negotiation.

Pijl, Cor Meijer and Hegarty (1997) identified three models of special needs education

in the eight Northern countries they studied:

• The two-track countries that segregate special needs children from

mainstream children (Belgium, West Germany and Netherlands).

• The one-track countries that emphasizes education for all students m

regular classrooms (Italy and Sweden).

• The countries that offer a flexible system of education to special needs

students where financial support is given in separate or integrated situations

(Denmark and USA with England, representing a mixture of one track and

two track systems).

Gleaning from the above research, it could be said that only Sweden and Italy follow a

single education system for all students in the regular classroom. The other countries

either follow a dual system or flexible system. Although the debates and discourses

around inclusive education have been held for almost twenty years, countries still select

a dual or flexible model of education. Practice and theory, it seems, are not yet

convergmg.

2.5 Keystone Characteristics of Inclusive Schools

2.5.1 Introduction

In this section I first explain the use of Bronfenbrenner' s (Bronfenbrenner & Morris,

1998) bio-ecological model as a theoretical framework to explore keystone

characteristics of the ILST. I then examine the literature on the 'school as learning

19

organization', 'school effectiveness', and 'school improvement', to argue that these

notions point to keystone characteristics of inclusive schools. I use these keystone

characteristics to postulate that a well functioning institutional level support team

(ILST) would have these characteristics. In exploring the literature I did not find much

research or literature on the ILST. Hence I opted to use findings from the general body

of literature on effective schools, school improvement and inclusive schools to explore

what could be keystone characteristics ofiLSTs.

2.5.2 Exploring Keystone Characteristics through the Bio-ecological Lens

The ILST is a structure embedded within the broader school system and influenced by

the eco-system of the school, the community and the broader education department.

The cultural context and politics within the various systems would have an influence on

the functionality of this structure. Bronfenbenner' s (ibid) framework is useful in

exploring the interrelationship of ILST with the various systems that impinge on it.

Bronfenbrenner (1979) expounds that the world of the child (and all people) consists of

five systems of interactions: microsystem, mesosystem, exosystem, macrosystem and

chronosystem. This model has much relevance in emphasizing the interaction between

the individual's development and the system within the social context (Swart &

Pettipher, 2008: 1 0). The following explanations of the five systems are taken from

Bronfenbrenner (1979) and Swart and Pettipher (2008).

The Microsystem is made up of a pattern of activities, roles and interpersonal relations

experienced between individuals and the system in which they participate, e.g., the

family, the school and the peer group. It is the immediate environment where proximal

processes take place that is interaction between the organism and the environment. In

this study I see the school as the microsystem and the ILST as one component of it. The

ILST, or more specifically the members of the ILST, interact within the microsystem of

the school environment and also the other systems outside. By exploring the

interactions of the ILST in the various environments I intend to find keystone

characteristics that make the ILST effective. Like biological keystones, I see the ILST

as maintaining the health of their ecosystems (the learners and the school) through

specific forms of behaviours that effect the propagation of the entire system (Iansiti &

Levien, 2004:82).

20

The Mesosystem comprises the relationships that develop between the microsystems,

e.g., family, school, peer relationships. In this the study the learner, family, school, the

ILST, the SMT and other committees within the school make up the mesosystem.

The Exosystem refers to the external environment or realm outside of the learners'

active participation. In this study, the exosystem refers to the system outside of the

microsystem of the school, e.g., the Department of Education, the district office, the

health services, social services, NGOs, community organizations (CBOs), and

universities. Of particular importance to this study is how the ILST harnesses the

resources within the exosystem to achieve its goals of supporting the learner and the

teachers within the school.

The Macrosystem includes attitudes, beliefs, values and ideologies that are embedded

within the society and culture. In this study, of particular importance is the policy of

inclusive education and how the ILST engages with it. Also of importance are the

attitudes and beliefs of the officials from the Department of Education, teachers,

parents and the community, in engaging with barriers to learning. Within the

macrosystem these would have a great impact on the functioning of the ILST within the

micro system.

The Chronosystem is the developmental timeframe or the historical context that

intersect through the interactions between these systems and their influence on

individual development. In the context of this study I explore the ILST within the

context and developmental time frame of White Paper 6 and how the interactions within

the various systems over the years have impacted on the development of the ILST as an

organic system within the school. For example, what professional development

programmes have the Department of Education instituted to develop the ILST?

2.5.3 Inclusive Schools as Learning Organizations

It has been postulated by some writers that developing schools as learning

organizations is one of the ways to affect change in them (Senge, 1990; Davidoff &

Lazarus 1997; Clarke, 2000). Learning organizations are organizations where people

21

constantly seek to improve to reach their goals; where creative and innovative thinking

is encourage and fostered; where collective objectives are imbued in people; where

people are continually learning together (Senge, 1999: 33; Stoll & Fink, 1999: 150-

151 ). In other words, a learning organization is one that is constantly in the process of

learning and growing, and one that encourages learning in its people (Handy, 1991).

Learning organizations never arrive but are always in the process of developing (Senge,

1999:37). Senge's, (1999) five disciplines are: systemic thinking, personal mastery,

changing mental models, development of a common vision, and team learning.

Systemic thinking is the key, helping us to understand things in context, to understand

the whole pattern and not just the parts of the whole. One has to see the whole picture,

not just parts of it.

Akin to Senge's (1990) notion of personal mastery is the notion of 'teachers as

learners' (see Stoll & Fink, 1999). This idea suggests lifelong learning. Teacher

learning can positively impact on pupil learning. According to Stoll and Fink

(1999:152) when teachers are professionally fulfilled, demonstrate job satisfaction,

skills and knowledge, and are confident about their practice, they are more likely to

motivate pupils to want to learn. Personal mastery can be compared to human resource

development, in which capacity building of the individual is aimed at the development

of the whole organization.

One of the essential elements for the success of an organization is the development of a

shared vision (Senge, 1990). Working collaboratively to develop common integrated

goals for the future is important for the organization. Working as a team or learning

together as a team is another important element for building effective organizations

(Senge, 1990:36). The concept of team learning is the same as working collaboratively

or cooperatively, while working in a group can help to unravel new insights that one

may not accomplish by working alone.

Davidoff and Lazarus (1997) use the notion of 'the school as a learning organization' to

explain systems that are made of interdependent parts and that a problem in one aspect

of the organization will affect the entire organization. They argue that change must

involve whole school development (Davidoff & Lazarus, 1997: xviii). However, they

22

hasten to add that changing people is not enough, but rather the structures inside and

outside the school need to change in order to support the people within the schools.

They state that change is non-linear; it takes time, is unpredictable and can be very

threatening for some people (ibid).

2.5.4 Inclusion, Effective Schools and School Improvement

I use the school effectiveness and school improvement research to argue that findings

from these gemes can contribute towards developing inclusive schools and cultures.

According to OECD reports, there is no common definition of school effectiveness

across countries (Stoll & Fink, 1999:26). One definition of effectiveness is the

achievement of a desired outcome or result. The aim of school effectiveness researchers

is to find out whether differences in resources, processes and organizational

arrangements affect pupil outcomes, and if so in what way. A fundamental belief of the

school effectiveness movement is that all children can learn. This is where I see the

connection with this movement and the inclusion agenda. This proposal that the school

must be made more effective so that all learners can learn is the point at which I see an

intersection of the inclusion movement, the school effectiveness and the school

improvement movement. Since there is no literature that focuses specifically on the

characteristics of an effective ILST, I use the school effective and school improvement

literature to explore the characteristics of an ILST.

Researchers of the 'effective schools' literature as well as the 'school improvement'

literature have identified certain characteristics that promote reform or change in

schools (Caldwell & Spinks, 1993; Levin & Lockheed, 1993; Stoll & Fink, 1999;

Reynolds & Tiddlie, 2000; Townsend, 2007). The following characteristics, culled

from the abovementioned sources, are keystones that foster effectiveness in school­

based structures and personnel.

• Effective leadership, not only by the head teacher but spread throughout the

school

• Involvement of staff, students and community in school policies and decisions.

• A commitment to collaborative planning.

23

• Effective co-ordination strategies.

• Attention to the potential benefits of enquiry and reflection.

• A policy of staff development (ibid).

Giangreco and Doyle (2007) indentified common features of schools where inclusive

education seems to be blossoming:

• Collaborative teamwork.

• A shared framework.

• Family involvement.

• General educator ownership.

• Clear role relationships among professionals.

• Effective use of support staff.

• Meaningful Individual Education Plans.

• Procedures for evaluating effectiveness.

Davidoff and Lazarus (1997) have identified similar characteristics that promote whole

school development in South Africa. They caution that there is no blueprint for change

but emphasise the need to take cognizance of local contexts. In the next section I

examine in greater detail the conditions (noted above) that promote change in schools.

2.5.4.1 Leadership

There is a significant body of literature that leadership in schools is a keystone element

in bringing about changes in school policy (Pullan & Miles, 1999; Caldwell & Spinks,

1993, Levin & Lockheed, 1993; Ainscow, 1995 & 1997; Davidoff & Lazarus, 1997;

1999; Wolger, 1999; Townsend, 2007). In present times, schools are complex and

experience constant change. Consequently there is a call for a change in leadership

style from a "transactional" approach, which maintains traditional bureaucratic

concepts of hierarchy and control, to a "transformational approach", which distributes

power and empowers people (Stoll & Fink, 1999:1 06). Transformational leadership is

recommended for unstable and uncertain times with a focus on gaining cooperation and

participation by members rather than being task-oriented (Stoll & Fink, 1999:106).

24

Effective leadership requires an approach to transform the feelings, attitudes and beliefs

of their followers. The following are key aspects of leadership roles that are gleaned

from the authors (Stoll & Fink, 1999; Townsend, 2007).

Principals and school management teams should understand that leadership is not the

sole right of senior management, but leadership functions and power should be shared

throughout the staff. A clear and shared vision for the school should be with and by the

staff. The individuality of all staff should be respected and encouraged. The leadership

in schools should use the knowledge, skills and experience of staff and the best person

or team for the job. The argument is that leadership that emanates from knowledge and

experience is far more successful than that which stems from authority.

Passion, enthusiasm and commitment are characteristics of good leadership (Davidoff

& Lazarus, 1999:64). Leaders need to be sensitive to the needs of others and should

know "when to push, when to hold back; when to direct, when to let go; when to

confront and when to leave the situation unchallenged" (ibid). Self-awareness is an

important characteristic of good leaders, which is the capacity to know one's

limitations and strengths and also to give others the opportunity to use their abilities

(Dalin, 1998:81 ).

Other characteristics gleaned from the literature include the following: creating a

productive school culture; building school vision; establishing school goals and,

developing structures to foster participation in decision-making (Davidoff & Lazarus,

1997, 1999; Fullan, 2003; Hopkins, Ainscow & West, 1996).

To summarise, the transformational leadership style reqmres a common VISIOn,

empowering all members of the organization, fostering participation and sharing

decision-making, working collaboratively and fostering collaboration among all

members of the organization. In the following section I examine collaboration and

collegiality and their role in school effectiveness and improvement.

25

2.5.4.2 Collaboration and Networks

In the 'modem' era, most teachers worked as individuals or in isolation, but in the 21 51

century individualism is considered as counterproductive for school improvement or

staff development (Hargreaves, 1994:164). In terms of professional development and

developing a shared vision, individualism is regarded as a stumbling block. In order to

have a shared vision, working towards a common goal, working towards change or

. school improvement, collaboration or collegiality is important.

Collaboration can take the form of team teaching, collaborative planning, peer

coaching, mentor relationships, professional dialogue, action research, staff room talk,

conversations outside the classroom, help and advice, and sharing of resources. All

these activities involve working together and talking together. By collaborating with

each other, teachers learn from each other and do not have to rely on experts from the

outside (Hargreaves, 1994; Hopkins, Ainscow & West, 1996; Stoll & Fink, 1999).

Research by Ainscow (1995), Udvari-Solner and Thousaud (1995) and Daniels, Creese

and Norwich (2000) shows that collaborative planning and team teaching in schools

supports inclusive practices and problem-solving. The notion of peer coaching is used

for the professional development ofteachers and problem-solving (Ibid).

Evans, Lundt, Weddel, and Dyson (1999) researched the collaboration between groups

of schools in England. The research found that collaboration between schools benefited

them in the following ways (Evans et al, 1999: 35). The researchers also found that

collaboration among cluster schools supported inclusive schools:

• The provision of mutual support to school staff.

• The coordination and development of policy and practice.

• The exchange of expertise.

• The management of resources.

• The creation of a focus for external services.

• The enhancement of resources.

• The establishment of a means of representation or negotiation.

26

Using the ecological systems theory (Bronfenbrenner & Morris, 1998), it could be said

that schools exist within the context of parents, community, school districts, other

educational organizations and institutions, and other government departments. The

relationship or interaction between each of these institutions (parts) or groups can

contribute tremendously to supporting and developing the school. Schools can harness

the wealth of resources from the outside. Studies are now showing that building

partnerships enhances school improvement (Ainscow, 1995, 1997; Hopkins, et al,

1996; Stoll & Fink, 1999; Fullan, 2003). Developing policies for involving pupils,

parents and the wider community, including all role-players, is important for school

development. Making the school the centre of the community by fostering a welcoming

climate builds an inclusive culture.

Many reform proposals have highlighted parental and community involvement in

schools. In countries such as South Africa, parents have been given governance roles

(DoE, 1996). Unfortunately, policies do not guarantee parental participation in schools.

Schools need to actively build relationships with parents and the community. Fostering

partnership with parents is based on the assumption that involved and interested parents

contribute significantly to a pupil's success in school (Stoll & Fink, 1999: 134). Parents

and teachers need to be working together to promote pupil learning and development

(ibid). However, for various reasons, in developing countries such as South Africa,

seeking parental involvement in the school is not always successful. Illiteracy,

unemployment, and the constant movement of people make it difficult for schools to

get parents involved in the education of their children.

Stoll and Fink ( 1999) found that the school and university partnership help in the

professional development of teachers for lifelong learning. The role of universities in

initial teacher education has shifted in some countries. Partnerships between schools,

districts and universities have increased as universities become more involved in school

improvement through action research projects.

27

2.5.4.3 Staff development for School Improvement

Professional development is essential for improvement and time should be allocated for

staff development activities (Pink & Hyde, 1992; Ainscow, 1999; Townsend, 2007).

Pink and Hyde (1992) suggest that educators begin to use a variety of perspectives on

staff development. For example, by employing the ecological or interpretative

paradigm teachers will begin to examine the taken-for-granted assumptions of"teachers

and administrators concerning learning, students, and interpersonal relations as well as

the cultural context of the school that guide the actions of educators" (Pink & Hyde,

1992:8).

Planning is important for staff development and should be in line with the vision of the

school. Learning organizations are not static but are in a continuous state of learning

and improving. Therefore, plans would have to be constantly adapted and updated

(Pink & Hyde, 1992).

Good communication with all stakeholders within and outside the school is important

for coordination of activities, decision making and implementation of programmes.

Encouraging teachers to work collaboratively and engage in dialogue with other

teachers, and working in teams are all important for staff development.

Developing teachers to be reflective practitioners IS important for exammmg and

interrogating teaching for the purpose of constantly improving and updating practice.

Information collection is useful to inform decision-making. The school needs to

establish strategies for reviewing the progress and impact of school policies and

initiatives. Staff should be encouraged to become involved in the process of data

collection and analysis.

The effective schools and school improvement literature also discusses building

partnerships or including other role-players, such as parents, community and other

institutions or organizations, including universities and government departments, as a

resource for school improvement or educational change.

28

In concluding this section, it is stated that the findings from the school effectiveness

and school improvement genres can be used to develop inclusive schools and

consequently explore keystone characteristics of ILSTs.

2.6 Proposals for Educational Inclusion in SA

2.6.1 Outline of Policy Framework

White Paper 6 (DoE, 2001) provides a framework for establishing an inclusive

education and training system, gives details of a funding strategy, and lists the key steps

to be taken in establishing such a system in South Africa. It also identifies six strategies

and levers for establishing an inclusive education and training system, the first of which

is the conversion of special schools to resource centres. The then Minister of Education,

Professor Kader Asmal, emphasised that that special schools would be strengthened

rather than abolished (DoE, 2001). He emphasised that they would not be closed down,

to allay the fears that people had expressed (DoE, Annexure A of White Paper 6, 2001).

The policy makes the following pronouncements with regard to special schools (DoE,

2001):

• Special schools will be converted into resource centres in a twenty-year phased in process.

• The overall quality of special schools will be raised. • Special schools will only cater for learners who require intensive levels of

support. • Special school personnel will perform a dual role:

• Provide service within the special school. • Provide specialized expertise in the district support teams to assist

neighbouring schools and full service schools. They will provide expertise in terms of assessments, curriculum, occupational therapy, speech therapy and other expertise that the school may have.

• Special school personnel will receive training in order to take on the new role within the district support team.

Having outlined the pronouncements on the future of special schools, I now evaluate

the policy in terms of the paradigm shift from segregated schooling to inclusive

schools. Is the conversion of special schools to resource centres to cater for the needs of

learners requiring high levels of support, an acknowledgement of the perspective that

29

some learners reqmre segregated learning environments? This runs counter to the

perspective of the purists in the inclusive movement who maintain that all learners,

irrespective of their level of support, should be taught in a mainstream class. Is this not

a contradiction of the conceptual shift from special education to inclusive education?

The concept, inclusive education as discussed earlier in the chapter, takes on different

meanings in different countries and even within local areas in a country. There are

different models of inclusive education and South Africa has opted for what is called

'the soft option' (Norwich, 2000) in the inclusion/exclusion debate, in that most

learners are taught in the general education classroom while reserving the option of

separate settings for some students who require high levels of support. South Africa's

policy is located within the rights discourse of inclusion and exclusion, but it seems to

take on a compromise approach with regard to a dual system of schooling.

The next lever for change is the establishment of the full service school as a means of

piloting the implementing of the inclusive education policy. The document describes

full service schools and colleges as ordinary schools and colleges that will be equipped

and supported to provide a full range of learning needs among all learners. The

Ministry argues that it is impossible in the medium term to convert 28,000 schools and

colleges to provide for the full range of learning needs. It emphasises that the process

will be incremental. For the short term (2001-2003), 30 primary schools were selected

from districts throughout South Africa (one school per district), to serve as full service

schools, and to serve as pilot programmes. Based on the "lessons learnt from this

sample, 500 primary schools would later be selected for conversion to 'full service'

schools" (DoE, 2001:23), and be assisted to develop their capacity to provide for the

full range oflearning needs and to address barriers to learning (DoE, 2009a).

According to White Paper 6 (DoE, 2001; DoE, 2009b ), all districts under the

Department of Education should establish district-based support teams (DBSTs) to

provide education support services in South Africa. The DBST is an integrated

professional support service provided by the Department of Education, drawing on the

expertise from education institutions and various community resources in the area. Its

key function is to assist education institutions (including early childhood centres,

further education colleges, and adult learning centres) to identify and address barriers to

30

learning and to promote effective teaching and learning in local education institutions

(DoE: Draft Guidelines for the Implementation of Inclusive Education, 2002). This

support includes classroom and organizational support, as well as curriculum,

institutional development, and administrative support (ibid). The DBST needs to work

intersectorally with other government departments and collaboratively with community

organizations, depending on the needs of the schools. A key feature of the DBST is

taken from the national principal of "Tirisano", which means 'working together' to

explore effective and efficient ways of bringing together resources to benefit the

learners (ibid). This structure assumes a community-based model of support in that it

moves away the specialised model of support, as is the case in the North. Although

specialists will play a significant role in supporting schools, the DBST should be

strengthened by expertise from the local community (DoE, 1997).

Education support service is conceptualized as a flexible network of service providers.

In such a system, networking and co-ordination of all available services than the

reliance on a predetermined core of specialist service providers, becomes important

(NCSNET & NCESS, 1997:88). However, there are many challenges to working

collaboratively, as mentioned in the Chapter One. There are a few questions that arise

concerning the operation of the DBST. Firstly, the districts at present are understaffed.

White Paper 6 states quite clearly that there will not be any increase in the fiscal

envelope to fund the implementation of this new policy. Secondly, by calling for

community support in the DBST, is the government trying to shift or abdicate some of

its responsibilities? Is the call for a community-based model based on intersectoral and

community-based support an attempt to give voice and empower all sectors, or because

of a lack of finance by the state to render support to schools?

Another strategy for change proposed by White Paper 6 is the institutional level support

team (ILST). An institutional level support team is an internal support team within

institutions such as early childhood centres, schools, colleges, adult learning centres

and higher education institutions (DoE, 2001: 29). The primary function of these teams

is to put in place properly coordinated learner and educator support services. These

services will support learning and teaching by identifying and addressing learner,

educator and institutional needs. Institutional needs could include educator

development, learning programme assessment and capacity building at local

31

community level. Where appropriate, these teams should be strengthened by expertise

from the local community, DBST and higher education institutions. District-based

support teams will provide the full range of education support services, such as

professional development in curriculum and assessment, to the institutional-level

support teams (DOE, 2001: 29). Here again, like the DBST, the ILST is a structure that

should seek community-based support. The ILST is entrusted with the responsibility of

soliciting community support, which includes local government structures, NGOs and

other community organizations.

Developing on-site support has its merits, such as empowering educators to problem­

solve and building learning and self-reliant schools. Moreover, building networks with

the community structures and other role-players has advantages. However, there are

also various challenges. One of the criticisms that come from educators is that they are

currently over-burdened with large classes (ranging from 45 to 60) and have to serve in

numerous committees. Policy overload is another burning issue. Serving on the ILST

will be adding to their already heavy workload.

2.6.2 Developing Institutional-Level Support Teams

2.6.2.1 What is an institutional-level support team?

An institutional-level support team is an internal support team within institutions such as

early childhood centres, schools, colleges, adult learning centres and higher education

institutions (DoE, 2001). In each institution, this team will ultimately be responsible for

liaising with the district-based support team and other relevant support providers about

identifying and meeting their own institution's needs. For this reason, institutional-level

support teams should be made up of educators and staff from each individual institution.

TABLE 1: EXCERPT: CONCEPTUAL AND OPERATIONAL GUIDELINES FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION (DoE, 2005)

What does the policy say about institutional-level support teams? White Paper 6 says: "At the institutional level in general, further and higher education, we will require institutions to establish institutional-level teams. The primary function of these teams will be to put in place properly coordinated learner and educator support services. These services will support the learning and teaching process by identifying and addressing learner, educator and institutional needs. Where appropriate, these teams

32

should be strengthened by expertise from the local community, district-based support teams and higher education institutions. District-based support teams will provide the full range of education support services, such as professional development in curriculum and assessment, to these institutional-level support teams. "(p29)

What are the core functions of these teams? The core purpose of these teams is to support the teaching and learning process. Key functions include: Coordinating all learner, educator, curriculum and institution development support in the institution. This includes linking this support team to other school-based management structures and processes, or even integrating them for better coordination of activities and to avoid duplication; Collectively identifying institutional needs and, in particular, barriers to learning at learner, educator, curriculum and institutional levels; Collectively developing strategies to address these needs and barriers to learning. This should include major focuses on educator development, parent consultation and support; Drawing in the resources needed, from within and outside of the institution, to address these challenges; Monitoring and evaluating the work of the team within an 'action-reflection' framework.

The above functions can best be met through the development of a problem-solving process that brings together the various team members around specific needs and challenges.

Who are the members of these teams? The White Paper does not say specifically who should be members of these teams, but the Report of the National Commission on Special Needs in Education and Training and the National Committee for Education Support Services (NCSNETINCESS, Department of Education, 1997) does give some direction in this regard. This is outlined briefly below. As with the district-based support teams, institution-level teams should include members of the school/institution community who can best fulfil the functions of the teams as outlined above. Particular local needs and conditions will also play a role in determining who best can serve on these teams. The functions of the institution-level support team should provide the basis for determining who should be members. It is suggested, however, that the following people make up the core members of this team: educators with specialised skills and knowledge in areas such as learning support, life skills/guidance, or counselling; educators from the school/institution: these could be teachers who volunteer because of their interest, or who represent various levels of the programme e.g. Foundation Phase, etc., or who represent various learning areas, e.g. language and communication; educators who are involved directly in the management of the school/institution: this could be the principal, a deputy-principal or another member of the management team; educators on the staff who have particular expertise to offer around a specific need or challenge; non-educators from the institution including administrative/ care-taking staff; learner representatives at senior, further education or higher education levels. This is an important addition to the team if it wishes to strengthen 'peer-support'.

33

In addition to the above core team who would meet on a regular basis to 'problem­solve ' particular concerns and challenges in the institution, the following additional people could be brought into some of the team's meetings and processes to assist with particular challenges: parents/caregivers at early childhood centre or school-levels: the inclusion of interested and specifically skilled parents would strengthen the team; specific members of the district-based support team, including special/resource schools; members of the local community who have a particular contribution to make to specific challenges; educators from other education institutions, particularly from full-service schools and those that may be in a 'cluster' relationship with the school/institution concerned.

A key challenge of this institution-level support team, as with the district-based support teams, is to provide a holistic and integrated support service to the school, college, early childhood or adult learning centre concerned.

How can district-based support teams support institutional-level support teams? The following specific interventions from the district-based support team could be pursued: Where there are no existing institutional-level support teams, the district team could assist institutions to set them up; In the early stages of developing institutional-level teams, the participation of a district support member in regular meetings at the institution will assist in building the institution 's capacity to identify and address its own needs and challenges; Where institutional teams already exist, but are struggling to function, the district team could assist them; District-based support teams could inform institutional-level teams about what expertise is available in the district support structures, and how to obtain assistance when they need it; District teams could assist institutions to form 'clusters' with other neighbouring institutions, for the purposes of providing 'peer-support'; District teams should also assist these teams to identify and use local community support networks for the purposes of improving teaching and learning processes; The district-based support team needs to ensure that it provides well- coordinated and collaborative support to the institution.

From the above it could be gleaned that the ILST is premised on the social model, in

that personnel within the school and the local community would problem-solve to

address the needs of the learners and the institution as a whole. The emphasis is for the

institution not to depend on expertise from the outside. The policy shifts away from the

medical model, which relied on the expertise of psychologists, therapists or medical

personnel to find out what was wrong with the child. The focus is now on what

resources one can use to address the needs of the school, not on the deficit but how the

institution can problem-solve to address the needs of the learners and the institution.

However, psychologists and other medical personnel still have a major role to play in

assisting the ILST when the need arises. The role of the psychologist has changed from

34

providing one-on-one interventions to empowering teachers, communities and groups

of learners. South Africa cannot afford to provide psychological services on a one-on­

one basis, hence the need for a social model to addressing barriers to learning.

From the policy imperatives of White Paper 6 (2001), it can be argued that the ILST

would play a crucial role in transforming schools to inclusive schools.

In the following section I look at school-based support structures in some districts in

the USA to obtain a sense of how other countries are tackling the transformation to

inclusive schools.

2.6.3 School Based Support Structures in some Districts in the USA

The Instructional Support Team (IST) is an innovative programme that some districts in

the USA use to maximize individual student success in the regular classroom (Child

Advocate, 2003; McClintock-Comeaux & Myers, 2009). The aims, objectives and

operational process of the IST are similar to the ILST concept that is being

implemented in South African Schools. I explore the characteristics of these structures

in other countries to shed more light on my study of the keystone characteristics of the

ILST in South African Schools.

Table 2: The Instructional Support Team (Child Advocate 2003; McClintock-Comeaux

& Myers, 2009)

What is the Instructional Support Team (1ST)? The Instructional Support Team (1ST) is an innovative program whose goals are to promote individual student success in the regular classroom, while at the same time serving as a screening process for students who may be in a need of special education services. The 1ST is a positive, success-oriented program which uses specific assessment and intervention techniques to help address educational, behavioral, or affective impediments (barriers) for all students in the regular classroom (ibid).

The program shifts the critical question in education from asking "What's wrong with the student?" to asking "What resources can we use to increase the student's chances for success?" (Child Advocate, 2003). The 1ST addresses this question through a team approach that provides for greater cohesiveness, coordination, and instructional continuity, and complements existing curriculum and instructional programs.

35

Any student who experiences consistent academic or behavioral problems may be a candidate for 1ST This includes students beginning to display problems in regular education, as well as students with disabilities who are included in regular education programs. Students are identified for 1ST services by the classroom teacher, other educators, or parents.

Composition of the 1ST Although members of the 1ST may differ from school to school, the team always includes the principal, the student's classroom teacher, and the support teacher. The parents are encouraged to participate as active partners in the process. The school psychologist, guidance counselor, speech pathologist, school nurse and representatives from community agencies may also serve on the 1ST, depending on the needs of the student (ibid).

The 1ST determines what strategies should be implemented to help the student achieve success in the regular classroom. The 1ST concept is based on team work. Collaboration and joint planning occur throughout the entire process. Each member of the team has equal input and decision-making power to determine what methods, learning strategies, special techniques, or programs best address the student's area(s) of weakness.

Role of the Support Teacher The support teacher is selected by the district and works under the supervision of the principal. The support teacher helps coordinate, collaborate, assess, train, and assist the school staff in meeting the specific instructional needs of the students who struggle within regular classroom programs.

Support teachers perform classroom observations, conduct curriculum-based assessments, consult with classroom teachers about students considered for instructional support, and participate in all 1ST meetings. The support teacher facilitates intervention techniques in the classroom. As a student shows success, the support teacher's direct involvement is phased out in favor of the classroom teacher or other education personnel.

How Does 1ST Work?

The 1ST process involves three steps: I) ldentifjdng a student's need for academic or behavioral support; 2) Determining the strategies needed to assist the student; 3) Implementing intervention strategies through a continuum of services.

After an initial assessment of the student's academic, behavioral, and/or coping skills, the 1ST recommends strategies to be implemented to help the student achieve success in the regular classroom. The team determines what support is needed for the student to maintain a level of success in the classroom. These strategies are evaluated by the team after 30 days, based on the goals set for the student. If the student's teacher reports a positive change, the strategies are continued. If there is no progress, the student is referred for a multidisciplinary evaluation (MDE) which may recommend special education services

36

The IST process in elementary schools represents a system of problem-solving driven by students' needs. At the core of the process is the belief that all students can learn and that all students matter. IST maximizes the teaching resources within schools by incorporating the best of regular and special education in a systematic search for what works.

Daniels, Creese and Norwich (Daniels, 2000:173), who researched schools in the

North, advocate the formation of teacher support teams (TST) as one of the

collaborative ways in which teachers find solutions to problems internally: "A TST is

an organized system of peer support which consists of a small group of teachers who

take referrals from individual teachers on a voluntary basis. The referring teacher

brings concerns about classes, groups or individuals in order to discuss and problem

solve with their peers" (ibid). All matters are dealt with confidentially. The TST like

the ILST in South Africa is a fairly new concept and a novel mode of school-based

development, which can help individual teachers and the staff as a whole. This concept

involves the sharing of expertise among colleagues, where no one plays the expert. This

support for teachers indirectly helps the students. Group problem-solving is a way of

helping the development of policy and practice. The role of a collaborative professional

culture in bringing about school effectiveness is under-researched. Professional

interaction and sharing of knowledge has positive outcomes (ibid). Research by

Daniels, Creese and Norwich (Daniels: 2000) on the effectiveness of the TST in eight

primary schools showed that the teachers' professional development was enhanced.

From the above it can be concluded that the ILST in South Africa and theIST and TST

in the USA are structures set up to shift the critical question on what is wrong with the

child to what resources the school could use to increase the success of the learner.

These structures thus play a critical role in addressing barriers to learning. Hence the

functionally and the effectiveness of the ILST is crucial for the transformation to

inclusive schools.

2. 7. Summary and Conclusion

At the outset of the chapter I critiqued special education as being rooted in the psycho­

medical paradigm, which takes a positivist view of the world. Difference is regarded as

deficits and pathologies which are understood through the gaze of medicine and

37

psychology. Special education is founded on functionalism, which takes a rationalist

response that deficits could be cured or remediated. I use the lens of critical and social

constructionist theory to show that 'special educational needs' is viewed as a social

product. Political, structural, social and socio-economic processes disadvantage and

marginalise some groups.

I use the human rights and social rights discourse to 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.

I use the bio-ecologicallens to argue that the ILST is a structure embedded within the

broader school system and influenced by the eco-system of the school, the community

and the broader education department. Therefore, the ILST as a micro-system would

not operate in isolation but would interact with other systems inside and outside the

school.

The literature on 'schools as learning organizations'; 'effective schools'; and 'school

improvement' provided some proposals for transforming schools. I use the literature to

postulate that the characteristics of effective schools can be used to explore the

keystone characteristics of inclusive practices or keystone characteristic of ILSTs. The

notions of changing mental models, team learning, systemic thinking, lifelong learning

and developing learning schools were explored. The effective schools and school

improvement literature proposed the following for school reform: effective leadership,

collaborative learning, partnerships, staff development, planning and reflection.

I concluded the chapter by briefly exploring the policy of inclusive education in South

Africa with special emphasis on the structure and function of the ILST, and discussed

the few reports on structures similar to the ILST in the USA. However, there is a

paucity of literature on structures like the ILST in South Africa or other parts of the

world.

In the next chapter I explore the methodology to be used and propose the use of the

case study mode of enquiry in this study.

38

CHAPTER THREE

THE RESEARCH METHODOLOGY

3.1 Introduction

In this chapter I discuss my research design and paradigmatic positioning, and provide a

motivation for using the case study method. I also explain the rationale for using the

purposive sampling technique and the instruments used. I conclude the chapter by giving

an exposition of the data analysis and interpretation procedures.

3.2 Research Design

The choice of my research design stemmed from my critical question:

"What are the keystone characteristics of the Institutional Level Support Team?"

In the following section I explain my epistemological positionality in choosing a research

design to answer my critical question.

I approach the design of this research with some basic assumptions and perspectives, one

of which is that schools operate as living organizations. For example, Mintzberg's view is

that both internal and external forces influence all organizations and that a balance between

them is necessary for achieving effectiveness (Dalin, 1998:47). Senge (1990) introduces a

systemic perspective on organizations to help researchers understand things in context, to

understand the whole pattern and not just bits of the whole.

I commence this section by giVmg an exposition of the naturalistic or interpretative

approach and then continue with a discussion ofthe case study method of inquiry.

3.2.1 Naturalistic/Interpretative Approach

My choice of qualitative research is based on an interpretive epistemology (Gall, Gall &

Borg, 2005:305). In this perspective of knowledge, social reality is seen as a set of

meanings that are constructed by the individuals who participate in that reality (ibid). In

the context of this research, the phenomenon of the ILST does not have an existence

39

independent from its participants (i.e., the participants of this research, both the researcher

and the researched) but rather it will have different meanings for different individuals. The

major purpose ofthis research is to discover the nature of these meanings.

Unlike qualitative research, positivism assumes that there is a reality 'out there' that can be

known using similar investigative strategies that are used in the physical sciences. In

reaction to the criticism against the positivist paradigm, qualitative researchers have

developed an alternative view of the proper nature of social research, often termed

'naturalism' (ibid). Central to positivism is a conception of scientific method modelled on

the natural sciences, in particular on physics. Method here is concerned with the testing of

theories, experimental and survey research. Naturalism proposes that, as far as possible, the

social world should be studied in its natural state, undisturbed by the researcher (Lincoln &

Guba, 1985). In the past Guba and Lincoln (2004) used the term naturalism but in their

recent work they replaced it with 'constructivism'. Therefore 'natural', not 'artificial'

settings, like experiments, should be the formal source of data. Naturalism draws on a wide

range of philosophical and sociological ideas: symbolic interactionism, phenomenology,

hermeneutics, linguistic philosophy, and ethnomethodology (Hammersley & Atkinson,

1993:7). Using different starting points, these various traditions argue that the social world

cannot be understood in terms of causal relationships or by the subsuming of social events

under universal law. This is because human actions are based upon social meanings:

intentions, motives attitudes and beliefs. For example, at the heart of symbolic

interactionism is a rejection of the stimulus-response model of human behaviour, which is

built into the methodological argument of positivism. The rationale for this is that people

interpret stimuli, and this interpretation, which is constantly under revision as events

unfold, shape action (ibid). These same stimuli can mean different things to the same

person at different times, or different people can interpret the same stimuli differently.

Thus, much of qualitative research is about how people interpret and negotiate meaning in

their natural environment.

I elected to carry out my research in a naturalistic setting because I wished to study

educators, learners and the immediate school community and their interaction in their

'natural' environment, i.e., the school. Naturalist ontology suggests that realities are not

wholes that can be understood in isolation from their contexts, nor can they be fragmented

for separate study of the parts as (the whole is more than the sum of its parts) (Lincoln &

40

Guba, 1985:39). The main thrust of my research was to explore the characteristics of the

ILST. Hence, studying the ILST within the context of the school becomes crucial in

deciding whether or not my findings have meaning in some other context as well.

This method of inquiry gave me firsthand information as the researcher, since I was the

main data-gathering instrument. Using myself as a data-gathering instrument is

advantageous because it "would be virtually impossible to devise a priori, a nonhuman

instrument with sufficient adaptability to encompass and adjust to a variety of realities that

would be encountered" (ibid). This has its limitations because of the possibility of

researcher bias. Guba and Lincoln (1994) suggest that the aim of the naturalist researcher

is not to present a single reality asserting itself as "truth". Naturalist researchers should

aim to discover multiple realities that co-exist within any research context. The participants

of the research context should judge whether their realities have been accurately

represented. The trustworthiness of the research derives from the informants finding the

data credible rather than it proclaiming some eternal truth (ibid). Instead of being

concerned with representativity of research (external validity), Guba and Lincoln (ibid)

suggest the use of the construct "transferability". The naturalist inquirer should describe as

"thickly" as possible the specificities of the research context under review. This type of

reporting will enable the reader to compare the context being described with his or her own

context. The choice is left to the readers to decide whether to transfer ideas, interpretation

or insights across their own contexts.

The term "dependability" is used to counter the construct of "reliability" (ibid). The

trustworthiness of naturalistic inquiry should be assessed not according to how consistent a

particular human action, phenomenon or behaviour is ("reliability" construct), but rather

how dependent these actions, behaviours and phenomena are on the complex, interactive

dynamic and dialectical processes under investigation (ibid). The naturalist inquirer always

foregrounds his/her own involvement in the construction of the data, since the data does

not speak for itself, and can only be confirmed via the human intervention of the researcher

(ibid). Samuel ( 1998: 187) notes that the critics of the naturalist research paradigm suggest

that this might slide into a 'bottomless pit' of relativism. However, the aim of naturalistic

inquiry is to provide in-depth rich information, which is context-bound and does not

concern itself with pursuing eternal truths. This provides researchers not with definitive

41

answers, but rather with clearer questions to ask about their own research (ibid). The

question of researcher bias can be minimized by sound triangulation techniques.

Within this interpretative paradigm I chose to use the case study method as a tool to enter

the micro-world of the ILST.

3.2.2 Case Study

In order to answer my critical question, I had to make an in-depth exploration of multiple

perspectives of the complexities and uniqueness of the ILST in a school (Yin, 2008;

Simons, 2009: 21 ). The question demanded that I probe deeply and analyse the ILST as a

unit, with particular emphasis on the keystone characteristics of this unit. I chose the case

study method of inquiry because it opened up spaces within the context of the ILST to

explore in depth the experiences of the managers of the school, teachers, students and

parents.

3.2.2.1 Purpose and Characteristics of the Case Study

'Case study' has different meanings for different people in different disciplines (Simon,

2009). Simons defines case study as "an in-depth exploration from multiple perspectives of

the complexity and uniqueness of a particular project, policy, institution, programme or

system in a 'real life' context" (Simons, 2009:21). A case study is a detailed study of a

single individual, group or event. The primary purpose of my research is to explore the

keystone characteristics of the ILST. Quantitative methods such as a survey would

probably give me a statistical understanding but would not give an in-depth understanding

of the experiences of the different role players in the ILST. Moreover, people construct

their realities from different perspectives and I was interested in knowing these

perspectives so that I could get to know the multiple realities that exist on what constitutes

keystone characteristics. Thus the case study would uncover rich data (Gall et al.,

2005:306), which would give a deeper and nuanced understanding of the ILST. According

to Gall et al. (2005), case studies have three main purposes, viz. description, explanation

and evaluation. In my study the main purpose is description and explanation, using

description to depict and conceptualise an educational phenomenon and the case study to

explain a particular phenomenon, i.e. the keystone characteristics of the ILST.

42

The case study involves the observation of an individual unit, e.g. ILST, a family, a class, a

school, a community, an event or an entire culture (Stake, 1995; Yin, 2008; Simons, 2009).

To qualify as a case study the unit must be a bounded system, which for this study is the

ILST within the context of the school and its community. Although my focus is the ILST,

as a micro-system it cannot be studied in isolation, but must be investigated within the

broader system of the school, the Education Department and the local community.

In this case study I am particularly interested in the participant's viewpoint, known as the

ernie perspective (Gallet al2005:309), which can be obtained through interviews, informal

conversations and observing participants in their natural environment. The researcher's

own viewpoint as an outsider, known as the etic perspective, helps the researcher make

conceptual and theoretical sense of the case to report the findings so that their contribution

to research is clear (ibid).

3.2.2.2 Strengths of Case Study

The following are a summary of Simon's (2009:23-24) v1ews on the strengths and

limitations of case studies:

• Case studies using qualitative methods offer the researcher the space to study in

depth the complexities and experiences of programmes and policies in their socio­

political context.

• Case studies can document multiple perspectives, explore contested viewpoints,

and demonstrate the influence of key people and interactions between them. It can

explain how and why things happened.

• Case studies are useful for exploring and understanding the process and dynamics

of change. By describing, documenting and interpreting events as they unfold in

real-life settings they can determine the factors that were important in the

implementation of programmes or policies.

• Case studies are flexible as they are not dependent on time and constrained by

method.

43

3.2.2.3 Limitations of Case Study

A number of limitations can be identified in the case study method:

• Concerns are raised about the subjectivity of the researcher. The subjectivity is not

seen as a problem but if appropriately monitored and disciplined is seen as essential

in understanding and interpreting the case. However, too much personal

involvement can be a problem.

• The reports cannot capture lived experiences exactly as they occurred but the

researcher can highlight the timing of the study, the partial nature of the

interpretation and the conditions of their construction so that readers can make their

own judgments of their relevance and significance.

• Formal generalizations cannot be made as in random sampling and experimental

designs. Formal generalization is not the aim of a case study, but rather

particularization: to present a rich portrayal of a single setting to inform practice,

establish the value of the case and/or to add knowledge to a specific topic.

3.3 Selection of Participants

In this case study my aim was to understand and gain insight into a particular case, hence

the "purposive sampling" technique was used in selecting the school for this study. The

purposive sampling technique involves selecting a case because it serves the purpose and

objectives of the researcher of gaining insight and understanding of a particular chosen

phenomenon (Simons, 2009:32). Purposive sampling is also called 'criteria based

selection', where the researcher looks for a set of criteria or a list of attributes that the unit

of study must possess (Gall et al., 2005; LeCompte & Preissle, 1993). One of the main

criteria that guided my choice of school was that it should have characteristics that support

inclusive practices that enable pupils to participate in the curricula. Some of the

characteristics of effective schools and whole school development, as discussed in Chapter

2, were also used as criteria for selection of the school for this study.

44

The "reputational" way of choosing a case is also within the purposive sampling technique.

The reputational method involves choosing a case on the recommendations of such

authorities as experts or news reports (Simons, 2009). My job as a district official allowed

me access to reports by ILSTs and during DBST meetings we had discussions on cases

from schools. During unit meetings and DBST meetings the functionality of ILSTs was

discussed, so I used these reports and the recommendations of specialists within my unit

and the DBST to select a school for my study. Gall et al. (2005) call this type of sampling

'extreme/deviant type of purposeful sampling', where the case exhibits the characteristic to

an extreme high or low extent. The school I selected exhibited the extreme high type in

that the school exhibited inclusive practices. I used the positive psychology or asset-based

approach in that I looked for positive attributes or characteristics ofthe ILST. The rationale

for this is to explore what characteristics make the ILST function effectively.

3.4 Gaining Access to the Participants

In Chapter One I delineated the ethical norms and standards that I would adhere to in this

study. Long before my first visit to the site of my investigation I requested permission to

conduct research from the Gauteng Department of Education (GDE). I then made a

telephonic appointment with the principal of the school to discuss my use of the school as a

possible site for my research. During my first visit I outlined to the principal my research

proposal and requested written permission from all participants to conduct my research

(See Appendix 3 for letters). The principal of the school was glad to accede to my proposal

as she was a proponent of the inclusive movement. After two weeks the principal of the

school informed me that the school governing body (SGB) had granted written permission

for the research to be conducted and all participants were willing to participate in it (See

Appendix 3 for consent letters).

3.5 Research Instruments

In the following sub-sections I discuss the interviews and document analysis as my main

data gathering instruments.

3.5.1 Interviews

45

I used interviews as my main instrument of data collection. Cohen and Manion (1997:271)

define the research interview as a two-person conversation initiated by the interviewer for

the specific purpose of obtaining research relevant information: focused by the researcher

on content, and specified by research objectives of systematic description, prediction or

explanation. I used interviews to enable me to get to "core issues in the case more quickly

and in greater depth, to probe motivations, to ask follow up questions and to facilitate

individuals telling their stories' (Simons, 2009:43). From the above it can be discerned that

the interview method fits in with the qualitative researcher's epistemological position of a

search for "meanings" rather than to "measure aspects of the social world" (Yates,

2004:156). In order to explore, understand and analyse the lived experiences of my

participants in the context of the ILST, I had to gain access to their life world, and the best

way to do so was to ask them (ibid).

There are three main formats for the in-depth interview, viz. structured, semi-structured

and unstructured (Yates, 2004:165). I used the semi-structured format of the in-depth

interview, which gave me the space to be flexible, establish areas of interest and follow the

participant's interest and concerns. Simons's (2009:43) four main purposes for the in-depth

interview resonate with my purposes for the semi-structured interview:

• I want find out what is in the participant's mind.

• The in-depth interview promoted active engagement and learning for me m

identifying and analyzing issues.

• The interview offered me the flexibility to follow emergent issues, to probe a topic

or deepen a response and engage in dialogue with participants.

• The interview has the potential to uncover and represent unobserved feelings and

events that cannot be observed. Sometimes interviews can reveal more than can be

detected from observing a situation.

3.5.2 Document Analysis

I used document analysis to add depth to my case study and to triangulate some of my

findings. I used some of the data from the documents to cross-check the accuracy of what

was gleaned in the interviews. This added to the trustworthiness of the findings. The

46

following records and documents were analysed: ILST Quarterly Reports that are sent to

the district office of the Department of Education; newsletters that the school sent to the

parents; minutes of meetings and networking contact list (Refer to Appendix 5).

3.6 Data Analysis

In my data analysis I included procedures such as coding, categorizing, and theme

generation which enabled me to organize and make sense of the data in order to produce

findings and give me an overall understanding of the case (Simons, 2009; McMillan &

Schumacher, 2001; Miles & Huberman, 1994). McMillan and Schumacher (2001)

maintain that qualitative data analysis is primarily an inductive process of organizing the

data into categories, identifying patterns and relationships. However, the deductive method

is also used in some stages of the analysis process (ibid).

Miles and Huberman (1994: 252-262) offer a variety of techniques for generating meaning

which include making contrasts and comparisons, noting patterns and themes, making

metaphors, and making conceptual or theoretical coherence.

Miles and Huberman (1994:55) aptly encapsulate the chronic problem of the qualitative

researcher in working with a 'mountain of words':

A chronic problem of qualitative research is that it is done chiefly with words, not

with numbers. Words are fatter than numbers and usually have multiple meanings.

This may make them harder to move around and work with. Worse still words are

meaningless unless you look backwards or forwards to other words ... Numbers, by

contrast, are usually less ambiguous and may with more economy

Miles and Huberman (ibid) rightfully point out the arduous task of the qualitative

researcher in dealing with the 'fatness' or 'thickness' of words, and the constant search for

meaning in a mountain of words. After I completed data collection I began the arduous and

demanding task of transcribing the audio-tapes, typing the interview responses and

collating the typed field notes. I attempted to bring a semblance of order by compiling the

raw data into a file or data base. The next step in the process of analysis involved scanning

the data that is, rereading it. This served various purposes: to check for completeness, to

47

get a global picture as the data unfolded, and to make notes of emerging patterns,

regularities and ask questions of the data (LeCompte & Preissle, 1993: 236-237, McMillan

& Schumacher, 2001: 461-497).

Taking notes during scanning directed me in the first stages in organizing, abstracting,

integrating and synthesizing the data (ibid). The notes also helped to form the initial

outline or system of classification for sorting the data. In developing the outline I looked

for patterns and regularities in the data, which I gradually transformed into categories.

While scanning the data I not only took down notes but also used different coloured

highlighting pens to highlight the recurring patterns. This method helped me in sorting the

information into codes or categories. As the data was sorted into categories, themes began

to emerge. In searching for categories, patterns and themes, I used the iterative process of

going back and forth to constantly compare the data. Through constant comparison,

patterns began to emerge to form themes (McMillan & Schumacher, 2001). Lecompte and

Preissle (1993) use the metaphor of a jigsaw puzzle to describe how the picture eventually

emerges in data processing and analysis. Note taking, coding and categorizing is intuitive

and is also informed by the researcher's meta-theories, explicit theoretical frameworks and

constructs made explicit by the participants of the study (ibid). I used five sources to help

me classify and organize the data: the research question, the research instruments, viz.

interviews, themes and concepts that emanated from the literature and the data itself

(McMillan & Schumacher, 2001 :467).

3. 7 Ethical Standards

Ethical standards were adhered to by addressing the following areas:

• The Faculty of Education's Higher Degrees Committee and the Ethics Committee

of the University of Johannesburg interrogated the ethics of my request to

undertake this study and granted approval for this prior to the research being

conducted.

• Written permission for the research was requested from the Provincial Department

of Education, the School Governing Body, teachers, and where applicable parents

of learners and learners.

48

• The researcher signed a declaration of confidentiality to the school and the

participants concerned.

• Participation in this study was voluntary and participants were g1ven the

opportunity to withdraw at any time, without penalty.

• Informed written consent was obtained from the participants to take part in the

study.

• In this study the learner participant was a minor (under 18). Parent's consent was

sought. Accent from the learner was sought after full explanation of the research

was provided to the parent and with the learner having a full understanding of the

nature ofthe study.

• The role of the participants and what the research entailed were explained face-to­

face with the participants. Participants were informed of the benefits to them and

the school by their participation in the study. They were encouraged to raise issues

of concern at any stage of the research.

• Participants were informed of progress and findings regarding the study.

• The participants were requested to give their informed and written consent for

audio tape recordings of the interviews.

• Participants were asked to read over all documentation of observations and

interviews during the member checking phase of the study. The school principal

and the research participants will be given the report to read and to make

comments at different stages of the research. Anonymity ensured confidentiality

throughout the study and no names of persons are in the written texts. Identifying

characteristics will be erased from audio-tape recordings to ensure anonymity of

the participants.

• Safe-keeping of all records will be ensured by keeping them under lock and key.

Audio-tape recordings will be destroyed two years after completion of the study to

ensure anonymity of the participants.

• During the entire research process, the participants' rights, interests and wishes

were taken into consideration.

49

3.8 Summary and Conclusion

The epistemological foundation on which this study is based falls within the interpretative

paradigm. Some authors use the terms qualitative and interpretative research

interchangeably. Interpretivists seek to uncover subjective reality rather than facts. Within

this mode of enquiry I chose to use the case study as a research tool. The instruments that

were used in this case study were the semi-structured interviews and document analysis.

The data analysis involved scanning, sorting, organizing, synthesizing, pattern searching

and categorizing.

In the next chapter I critically analyse the data and present my findings.

50

CHAPTER FOUR

PRESENTATION AND INTERPRETATION OF THE DATA

4.1 Introduction

In the previous chapter I gave an exposition of the data analysis process. In this chapter I

present the findings as themes that emerged from the data. I used the inductive approach in

my analysis but at different stages of the data analysis process I also used the deductive

approach, which is evident when the findings from the literature are used to corroborate

my interpretation of the data. (I wish to remind the reader that the ILST is referred to as the

SBST in Gauteng, South Africa. Consequently interview transcripts refer to ILST as

SBST).

4.2 Emerging themes

In Chapter One I stated that recent studies have shown that both the DBST and ILST1 are

non-functional in the majority of districts and schools in South Africa (Perumal, 2005;

Maphula, 2005; Mbatha, 2005). School Management Teams (SMTs) and teachers are

grappling with what constitutes an ILST and how to lend support to learners who are

experiencing barriers to learning. Using a positive psychology stance I looked for a school

that had an effective and functional ILST, I wanted to draw from the experiences of this

ILST to improve my own practice and make recommendations to the wider education

community. I used the idea of keystone species to explore the ILST, which can positively

influence the ecosystem of the school and thereby offer appropriate support to the learner

and school. In any biological ecosystem, the presence of a particular species is positively

connected to the maintenance or restoration of the balance of the system. In exploring the

ILST as keystone species I endeavoured to answer my critical question:

"What are the keystone characteristics of the Institutional Level Support Team

(ILST)?"

1 As indicated in previous chapters, the ILST is referred to as the SBST in Gauteng Province, consequently

interview transcripts refer to ILST as SBST.

51

In exploring this critical question the following themes emerged from the data:

• Value based support

• Effective leadership

• Building networks or partnerships to harness human and social capital

• Continuous learning for professional development

• Reflection as a process of learning

• Personal attributes of members:

o Having knowledge and skills

o Being imbued with passion

o Having compassion

• Parents as Partners

Before interrogating the data to present the emerging themes I present a portrait of the site

of my research, the purpose being to contextualise the research. For ethical reasons I use

the pseudonym "Qantani" for the name of school.

4.2.1 Portrait of Qantani Primary

The portrait that I depict is culled from data received from the principal and staff of the

school. Qantani Primary School is an "all girls school" situated in the inner city. It is 91

years old and originally started as an all white Jewish school. The complexion of the

school has changed over the years and it is now an all African school. The principal, who

is the coordinator of the ILST, describes the school as: "now all African with diverse

languages, diverse cultures, and we are one of the schools in the inner city that probably

host the most immigrant children from other African countries". The school population

comprises 508 girls, of whom about 200 are immigrant or refugee children. Many of the

refugees are from the Democratic Republic of Congo (DRC) and are French speaking. This

poses many challenges as the language of learning and teaching (LOL T) at the school is

English. As principal said, "one of the challenges we face is to overcome the language

barrier". The majority of the learners hail from very poor socio-economic families and in

some cases the school's feeding scheme provides the only meal for the children. Through

networking, the principal had secured a Friday meal for the entire school from the Lions

52

Club. There is also a feeding scheme for the learners of the school that is funded by the

Department of Education. Learners are given one meal a day.

The staff comprises 13 educators employed by the Gauteng Department of Education

(GDE) and 4 educators employed by the School Governing Body (SGB). The School

Management Team (SMT) comprises the principal and two heads of department (HODs).

The staff is also diverse with different races, cultures and religions.

The ILST at Qantani is a valued structure in the school and has provided a valuable service

in addressing barriers to learning and supporting learners and teachers, as attested to by the

data analysis. The principal of the school is the coordinator of the ILST. The composition

of the ILST is as follows: one lead teacher or grade head from each grade (Grades R to 7)

and the two HODs, one from the foundation phase and one from the intermediate phase.

The principal describes the school climate as:

We are a small group of people working tremendously well together. We certainly

created a family atmosphere, not only in the staffroom but in the school. We pride

ourselves that we are a community school. Our aim is to uplift our whole

community, not just the learners within the school. So we work with different NGOs

in the community.

Having contextualised the research, I proceed with analysing and discussing the themes

that emanated from the data.

4.2.2 Support Based on Human Values

The ethos of the school emanates from a human values foundation. The leadership style

and the psycho-educational support and discipline in the school are based on human

values. Evidence of this emanated from the learners' writings, the school's weekly

newsletter and the interviews (See Appendix 5 & 6i. According to Halstead and Taylor

2 See Appendix 5 & 6 for evidence of education in human values. These are articles from the school newsletter

and poems written by learners.

53

(1996), values are central to the theory of education and the practical activities of schools.

Together with the family, schools and individual teachers have a major influence in

developing values in children (ibid). The part schools play in the teaching of values and the

part values play in the organization of the school is closely connected. The values of the

school are apparent in the organisation, curriculum and discipline procedures as well as the

relationship between the teachers and pupils. Among the values that are fore-grounded in

Qantani Primary are "respect, honesty, peace, understanding, love, unity and tolerance".

The following vignette is taken verbatim from the interview transcripts with the

coordinator of the ILST. This narrative depicts how education in human values began in

the school and how these permeate the ecology of the school, which includes its

organisation, curriculum, discipline and the ILST and its members.

VIGNETTE: SUPPORT BASED ON HUMAN VALUES

I am proud of this school; whatever we do in this school is based on values, whatever

decisions we make, how we treat each other, how we deal with the children is based on the

value system of the school .

About 5 ~ years ago our District Office organized a values workshop. The organization

that conducted the workshop was called "Living Values". It is an international

organization. Myself and the school's HOD went. It was a Friday afternoon and a

Saturday morning. I'll be honest. I went with a very negative attitude because who wants

to go and do a workshop on Friday afternoon but it was a life changing experience.

At that workshop I realized that if I really want to know the meaning of care, if I really

want to make a difference in the school that was what it was going to be about - it will

have to be based on values. The value system in this school is what brought this diverse

group of people together because it wasn't aimed at any body's religion or culture. After

myself and the HOD finished the training, when I came back to school I asked the staff if

we all could go for this workshop. So we all went for the two-day training where we as

staff collectively made the decision that this is how we want to do it in the future. We as a

staff sat over two days and decided what our own internal values were that is important for

you as an individual. Then we told each other how we as individuals are to get a better

54

understanding of what we think and what we feel. And then we decided on 7 values that we

came back to implement in this school. The seven values we felt our community was in

need of the most to instil in the children of our school and from there on we started a

values programme. People will often ask me how you do it. Basically there is just one

answer: not only to talk about it but to live it. We as a staff live the values every day or

else we will not get it right. A lot of research has been done and there is a lot of talk about

values and it's in our constitution and all of that but if we try and teach it as a lesson we

are not going to get it right. In my opinion, we have to set the example. Children must see

it in us, not hear it from us. I must say that it has paid of

When my Grade 7 's leave and I ask them to reflect back on their school. I ask them what

is the one thing that stands out - they will say that it is the value system that is going to

carry us in high school. So that is something important to us.

Whatever decision I make, whether it is financial or a decision for the school I always keep

in the back of my mind the utmost respect and tolerance of the different understanding of

other people. So that not many people can say that the school runs very effectively,

because I got very few internal politics and things like that because we do treat each others

with utmost respect.

R: You spoke of7 values, can you list them?

P: Respect, honesty, peace, understanding, love, unity and tolerance.

In the beginning of every year we take 1 or 2 days - every teacher in the school will

explain these 7 values to the learners - what they mean, what their understanding is. We

say these are the 7 values rather than saying that these are the 7 values we are going to

follow or this is our code of conduct. Then we explain how we will treat each other to, how

your work in the book should be, and how this reflects your self-respect. If you have self­

respect you will produce something decent in your books.

In every class room in the school the 7 values are up and it's displayed in every classroom

in the school. In the Life Orientation, life skills period teachers spend more time on the 7

values as it is in their curriculum too.

Any form of discipline in the school is also based on the value system. So if a child is sent

55

to me for whatever reason e.g. home work not done, misbehaving in class, I always tackle

the issue from a values point of view e.g. Did you respect the other person or are we

tolerant enough of each other; that's how I discipline in the school.

We have the values notice board on the outside; we change the notice board twice a year

when we will display a story or pictures on values or whatever the case may be. The most

amazing thing is how proud the girls are of the values board that are being displayed.

There 's no vandalism of these boards - they don't remove such things as pin from the

boards. They will read the values board and bring their parents to read- they are proud of

these boards. Values articles are displayed all over the school.

The schools toilets are generally not very clean in some schools but I don't have a problem

in this school. The girl's bathrooms are always clean. When you walk into the girl's

bathroom the 7 values are displayed there. They know that even in the bathroom they have

to have self respect for themselves - therefore it's important that they keep it clean, tidy

and neat. Then we do assembly - We do assembly on a Monday morning. Our assembly is

based on the 7 values. The girls will do a little play or tell a story about one of the values

or they will write poems on the values and anything like that. Even with literacy week, it

was literacy month in September; the student launched their literacy week with writing

poems on values. So we actually put that together in a book to show their contribution for

literacy week.

In an era of a perceived "moral decline not only among young people but also in public

life" (Halstead, 1996), the focus on moral values by the school has played a significant role

in building a welcoming, caring and compassionate ethos. This is evidenced in the words

of the learner who said: "this is a caring school... We have lot of respect for our teachers

and they respect us ... Our teachers in this school have very good relationships with us". 3

4.2.3 Effective Leadership

3 See also Appendix 5 and 6 for evidence of education in human values. These are articles

from the school newsletter and poems written by learners.

56

In Chapter 2 of this dissertation I drew on a significant body of literature that indicates that

leadership in schools is a keystone element in ensuring effective schools (Caldwell, 1993;

Ainscow, 1995 & 1997; Davidoff & Lazarus, 1997; 1999; Wolger, 1999; Townsend,

2007). It argues that principals and school management teams should understand that

leadership is not the sole right of the senior management, but that leadership functions and

power should be shared amongst all the staff. A clear and shared vision for the school

should be with and by the staff, with the individuality of all staff respected and

encouraged.

The data from all the interviews indicate that the principal of the school is the leader and

coordinator of the ILST, consequently reference to the leadership of the ILST includes the

leadership of the school. The passion and commitment of the coordinator of the ILST is

enunciated by a teacher and HOD in the following excerpts:

Teacher: Because of her personality she is so passionate about the SBST and the

children ... She knows every child's name. She has such a good understanding of

the children ... She is the one who brings the SBST together.

HOD: The principal is the coordinator of the SBST. Our principal is passionate

about the SBST and this works well for our school.

The above excerpt also shows that it is the leader who galvanizes or acts as a catalyst to

bring the team together.

The leadership of the SMT and the ILST is democratic and seeks to build the team, as is

stated by a teacher in this excerpt:

We have such an open door policy in our school. The management shares their

knowledge and skills from whatever training courses they attend. The SMT builds

on the teachers and self-esteem and also the children's self esteem.

It was gleaned from the literature in Chapter 2 that the leadership style should be

democratic and follow a "transformational approach", which distributes power and

empowers people (Stoll & Fink, 1999:1 06). This leadership style focuses on gammg

57

cooperation and participation by members rather than being task-oriented. Effective

leadership requires an approach to transform the feelings, attitudes, and beliefs of their

followers.

Effective leadership of the school and the ILST seems to be a keystone characteristic in

that the leader's interrelationship within the micro system galvanizes the other members of

the ILST to function effectively.

4.2.4 Building Networks or Partnerships to Harness Human and Social Capital

Qantani Primary does not have the human resources within the school to provide for the

psycho-social and psycho-educational needs of its learners. The Department of Education,

because of budgetary constraints, cannot provide educational psychologists, counsellors,

occupational therapists and speech therapists to render psycho-educational and psycho­

social support. The department has adopted the social model of providing support in that

the ILST would harness whatever resources are in the local community to offer support to

the learners.

One third of the learners from Qantani Primary are refugees from the DRC, which presents

great challenges, viz. poverty, single parent families, emotional problems and the issue of

teaching French-speaking (francophone) learners through the medium of English.

Moreover, the school caters primarily for learners from the inner city, which is beset with

social problems.

Despite these challenges, the ILST has done well to harness the resources to cater for the

needs of the learners, as evidenced by the following excerpts, which indicate how

networking and partnerships initiated by the ILST coordinator have harnessed the

resources to provide support for the learners.

HOD: Networking is extremely important. We have a very good relationship with

the Teddy Bear Clinic. The Teddy Bear Clinic used to send counselors to us ... We

have a very good relationship with UJ (University of Johannesburg). Therapists

from the university assist us for doing therapy and counselling with learners. It is

through networking that we have the Suitcase Project at our school.

58

Principal: We have therapists from the Suitcase Project and two therapists from

Johannesburg Parent and Child Counselling Centre and from Wits. I don't have to

pay for these therapists, they are all from NGOs.

We have a project that has been launched by the Lions Club. Every year we have

eye screening at this school. The parents only pay R5. 00 for their child to be

screened for vision. The project is called the "Gift of Vision. "If a child is identified

as having a severe sight problem then the Lions Club optometrist or eye specialist

consult at cost price and the glasses are also offered at cost price.

The following vignette in the words of the ILST coordinator encapsulates the creativity,

drive and initiative in using networking to harness human capital for the benefit of the

learners

VIGNETTE: THE SUITCASE PROJECT

We also have NGOs outside the school that help support these learners for example, the

Suitcase Project. The Suitcase Project has their office based at our school. The Suitcase

Project is specifically aimed at marginalised children, children with HIV/Aids, refugee

children, asylum seekers and that kind of thing. We got the art therapist from the Suitcase

Project.

The Suitcase Project is an NGO that was based in Hillbrow in a church. I read a book

called the "Suitcase Children". These are the stories of children, refugee children that

come to South Africa. They actually tell their stories in this book, how hard it was to adapt

and how it impacted on their lives and so forth. And I made contact with the author of the

book. She referred me to the Suitcase Project. The Suitcase Project assists marginalised

children and tries to help them and their families to alleviate their situation while they are

in South Africa. The coordinator of this project is Johanna Kitchen and she is a

psychologist. I made contact with her and she came to see me. I told her about the large

community of immigrant children in our school. We then tried to identify links. At that time

they were based in a church in Hill brow. Hillbrow was not very conducive for them. So I

offered them an office in our school. They then moved to our school

What we offer via the Suitcase Project is individual therapy for children, art therapy and a

59

teachers group where teachers offer group therapy to children. Every Wednesday a

mothers group meet at our school. This meeting is for mothers who need therapy. The

therapist also does group therapy with children who are in grade 6 & 7 because these

children are older and they can provide a support group for each other.

The Suitcase Project is also offered to our neighbouring schools. Through the Suitcase

Project we are trying to uplift the community.

The Project also has games for children on a Saturday morning. Any child can come in on

a Saturday morning. They offer the children lunch, games and art therapy.

The Suitcase Project is also involved with a large number of children who are housed in

the Methodist church in the town. They also try to place these children in schools because

there are so many of them who are out of school.

The Suitcase Project is also going to service the 3-6 school next year. The 3-6 school is an

additional school for many immigrant children who are not in school because there are not

enough schools in the inner city during the ordinary school hours. From 3-4 o' clock is

language lessons and from 4 to 5 is maths and 5-6 is life skills.

Yes it called 3 to 6 School because the school starts at 3 and finishes at 6 o' clock. The

Sacred Fellowship School (pseudonym) gotfundingfrom Germany to run the project. They

currently have classes from Grade R to Grade 6 every afternoon, Monday to Friday with

25 children per class. They use school uniforms and there is a feeding scheme. The NCS

curriculum is followed. Part of the project is to empower immigrant teachers. The teachers

who teach in the 3-6 school are immigrant teachers who could not find jobs in South

African Schools.

Stoll and Fink (1999) found that the school and university partnership help in the

professional development of teachers for lifelong learning. The role of universities in

initial teacher education has shifted in some countries. Partnerships between schools,

districts and universities have increased as universities become involved in school

improvement through action research projects.

60

In Chapter Two, using the ecosystemic approach (Bronfenbrenner & Morris, 1998; Swart

& Pettipher, 2005), I noted that schools exist within the ecology of parents, community,

school districts, other educational organizations and institutions, and other government

departments. The relationship or interaction between each of these institutions (parts) or

groups can contribute tremendously in supporting and developing the school. The above

excerpts from the interviews show how the ILST has harnessed the wealth of resources

from the exosystem. In Chapter Two I examined studies showing that building partnerships

enhances school improvement (Hopkins & Reynolds, 2005; Stoll & Fink, 1999; Pullan,

2003; Townsend, 2007), and in the words of the principal, "our school is a community

school", as evidenced by its involvement in the wider community. This is important for

school development and providing for the psycho-educational needs of the learners.

Making the school the centre of the community by fostering a welcoming climate builds an

inclusive culture.

Figure 1 (below) illustrates how the school has become the centre of the community.

61

FIGURE 1: ILST NETWORK MATRIX

4.2.5 Continuous Learning for Professional Development

An important component of implementing a new policy is the professional development of

teachers. The majority of teachers at Qantani did their teacher training before the advent of

inclusive education, therefore many had no tertiary training on inclusion. According to the

principal and the two teachers interviewed, the Department of Education had provided only

minimal or no training on inclusive education:

62

Teacher: Some of us had some training on IE but I did not have.

Principal: Well I do not expect much support from the district because for many

years now the district did not have the human resources to support us. I am a

person who wants things done quickly, like yesterday. I seek support from outside

the department.

Professional development is essential for improvement and time should be allocated for

staff development activities (Pink & Hyde, 1992; Ainscow, 1999). Pink and Hyde (1992)

suggest that educators must begin to use a variety of perspectives on staff development.

For example, by employing the ecological or interpretative paradigm teachers will begin to

examine the taken-for-granted assumptions of "teachers and administrators concerning

learning, students, and interpersonal relations as well as the cultural context of the school,

that guide the actions of educators" (Pink & Hyde, 1992:8).

Planning is important for staff development and plans should be in line with the vision of

the school. Learning organizations are not static but are in a continuous state of learning

and improving. Therefore plans would have to be constantly adapted and updated (Pink &

Hyde, 1992).

The following excerpts from the interviews indicate how the teachers within the school and

the members of the ILST had endeavoured, through self-development, to equip themselves

with skills and knowledge on inclusive education and learning support.

HOD: The majority of our professional development come from NAPTOSA

[National Professional Teachers' Organisation of South Africa] and SAALED

[South African Association for Learning and Educational Difference]. Some of our

training comes from remedial educators from our school.

Teacher: .... we did go for basic counselling courses. In dealing with the functions

of the SBST we went for courses such as the NAPTOSA courses.

Principal: I try to get a person from the outside to do staff development to cater for

the needs of the teacher. The majority of the staff are NAPTOSA members and the

63

staff normally go to the training offered ... After teachers have been to the staff

development programmes they give feedback at staff meetings so that all can

benefit from the training. We belong to SAALED so we go to many of the SAALED

programmes and workshops. From time to time there are workshops from JPCC

[Johannesburg Parent and Child Care Centre].

The above excerpts show how the ILST and the school community endeavour to equip

themselves to keep pace with the new demands of inclusive education.

Reports from members of the ILST indicate that the Department of Education at all levels,

i.e., the National, Provincial and the District Office have not provided adequate training of

teachers to meet the demands of inclusive education. According to White Paper 6, districts

ought to establish District Based Support Teams (DBSRs) to support the ILSTs. My

findings indicate that Qantani Primary does not receive support from the District, as

attested to by following excerpts:

Researcher: Does the District Office or other structures of the Department of

Education provide any professional development training for members of the

SBST?

HOD: There was nothing this year; the last I attended was a department course on

basic counselling skills.

Principal: From the District we did not have many workshops for the past year.

Principal: Well, I do not expect much support from the district because for many

years

now the District did not have the human resources to support us specifically in

terms of specialist personnel like counsellors, therapists and psychologists.

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4.2.6 Personal Attributes of Members of the ILST

Amongst the many roles that members of the ILST play is that of lay counsellor, as

indicated in the transcripts. In the following paragraphs I examine what the participants of

this research found to be important attributes the ILST members should possess.

4.2.6.1 Knowledge and Skills

From all interviews I gleaned that having knowledge and expertise in basic counselling

skills and early identification of barriers to learning is important to the teachers. The

majority of teachers, and particularly the ILST members, had attended a basic counselling

course. They also received training from NAPTOSA and SAALED on inclusive education.

Teacher: Teachers should go for a basic counselling course to know how to deal

with learners; often we don't necessarily know how to intervene. The teacher

should have some expertise on how to identify problem areas

Nair (2002) states that the basis of building human capital is human resource development,

defined as the development of skills, knowledge and capacity of members of a society in

order to equip them to keep pace with a changing world (ibid). Human capital is created by

changes in persons that bring about skills and capabilities and make them act in new ways

(Coleman, 1998:100). Human resource development and human capital development are

both linked to lifelong learning (Nair, 2002).

4.2.6.2 Compassion

In Bronfenbrenner' s bio-ecological model, process constitutes the core of the model and

has been described as particular forms of interaction between organism and environment

called 'proximal processes' that operate over time and are considered as primary

mechanism producing human development (Swart & Pettipher, 2008:13). Examples of

proximal processes include feeding a baby, caring for others in distress and teaching (ibid).

I consider the three attributes of compassion, patience and passion that emanated from this

study as proximal processes, as these assisted in positively influencing the microsystem of

65

the school, the learners and the teachers. The following voices speak of the attributes that

make the ILST effective in dealing with its clients:

Teacher: To be compassionate... We have days when they cook for the whole

school and feed everyone. They build that feeling of unity in the whole school.

Learner: Other schools do not care ... I would describe this school as a very caring

school. I am going to miss this school a lot. I will cry (when I leave this school.

There were many grade sevens in the past would cry. They would go and tell their

teacher how much they will miss them.

HOD: You need to be a very compassionate person; if you are not compassionate

you do not understand what the learner is actually going through and the emotions

behind the learning barrier.

4.2.6.3 Passion

Passion is the driving force of this ILST and this has been articulated by the HOD, teacher,

learner and the principal:

HOD: Our principal is the coordinator of the SBST Our principal is passionate

about the SBST and this works well for our school.

Teacher: She (the principal) is so passionate about the SBST

Principal: I drive the ILST It's my passion. Therefore I lead the ILST in the school.

I do all the meetings, chair all the meetings and put the books together ... The

teachers are comfortable with this process as they know my passion for assisting

children who are experiencing barriers. They just walk into the office and say that

"child X" requires assistance. I don't wait for any formal meeting and would phone

the parent and get the process going in terms of getting help for the child.

Learner: The principal always does nice things for us. On Fridays the whole school

has lunch together. All of us eat together.

66

coordinator I ask them what did work or what did not work. We look at how many

more cases we handled; how many new cases the SBST has handled. We look at the

documentation and check whether they are user friendly enough or should we make

changes. Ware looking at the whole SBST procedure and focus for 2010, our

approach will change for 20 I 0. Reflection certainly works for both the teacher and

the children.

Teacher: When we do reflection often we have to report on what we've done and

what support we've been giving. In our meeting as well we look at what helped and

what did not help. We also get reports from the therapist and this goes into the

child's profile. We discuss what interventions should continue and what should

discontinue.

Yes it is valuable. We have to see what works and what didn't. Every term we meet

to discuss the cases. This helps us in the learning process so that we can improve.

When the teacher comes with a problem we take out the learners profile and see

what intervention was done. So recording our reflections is important. This

supports the next teacher's intervention.

It is evident from the above extracts that reflection forms an important part of the learning

and development of the ILST. The process of reflection and action takes the form of the

cycles in the action research model.

4.2.8 Parents as Partners

Creating spaces and opportunities for involving parents and the wider community 1s

important for learner support, while encouraging overall access to the school through the

creation of an open climate also encourages inclusivity. Many school improvement efforts

have placed emphasis on parental and community involvement in schools (Reynolds,

Bollen, Creemers, Hopkins, Stoll & Lagerweij, 1996; Reynolds & Tiddlie, 2000; Stoll &

Fink, 1999; Townsend, 2007). In some countries, such as South Africa, parents have been

given governance roles (DoE, 1996). However, policies do not guarantee parental

participation in schools, rather they need to actively build relationships with parents and

the community. Involving parents is based on the premise that involved and interested

68

parents contribute significantly to a pupil's success in school (Stoll & Fink, 1999:134).

Parents and teachers need to have a shared understanding of pupils' educational outcomes

or be 'reading from the same page' to promote pupil learning and development (ibid).

Schools need to communicate meaningfully with parents on many issues, not only on the

progress of their children but also on curriculum matters, so that they can make inputs on

the educative process. However, for various reasons, in developing countries such as South

Africa, parental involvement in the school is not always successful. Illiteracy,

unemployment, and the constant movement of people make it difficult for educators to

elicit parent involvement in schools. Although not all the parents are fully involved in the

education of their children, Qantani Primary has managed to get a fair degree of parental

involvement. The following excerpts give an indication of parental involvement in

supporting the educative process of the children. They also show the creative ways in

which the coordinator of the ILST garners parental involvement in the education of their

children.

Principal: The parents have great trust in the staff of the school - they often voice

that. They say that they send their children here with their minds at ease because

this is the staff that cares.

I must say that whatever is traditional in the school is what the parents value very

much. The "Family Fun Day" is what they value a lot and they support it. The

whole community come to schools on that day. The school grounds are packed on

that Saturday.

Another important tradition that we have is the parent information day. Our hall is

packed on that day. Parents meet with the teachers and hear what is expected of

their children. Many schools struggle to get parents to come to the AGM At our

AGM we get large numbers and our hall is packed. Parents know the importance of

coming to the AGM

We also have the tradition of sending a newsletter to parents every week where I

try to touch the hearts of the parents. One section is from the principal's desk. I

always write something to touch the hearts of the parents. I try to tell the parents

that it is not all business but about loving their children unconditionally. I usually

69

get a very good response from the parents. Every once in a while when I do not

write a poem or a motivational section, a parents will phone a say that they missed

that part of the newsletters.

Teacher: Parents are called in to discuss the problem. Parents also give further

information. The parent is part of the decision making in working out the

intervention programme. The meeting with the parent would include the teacher or

subject teacher and the principal (co-ordinator ofSBST).

The family as the micro system is crucial in all aspects of the development of the child.

The family and the schools are spaces where proximal processes are played out, therefore

if a child experiences barriers to learning or other psychological problems parents or

guardians would be the primary sources for intervention and support of the child.

4.3 Summary and Conclusion

This chapter began by giving a portrait of the school to contextualise this study, with both

the inductive and deductive methods being used to analyse the data. I used the interpretive

paradigm to analyse the data, within a theoretical framework that emanated from two

approaches: the bio-ecological model of Bronfenbrenner and the school effectiveness and

the school improvement theoretical frameworks. In my interpretation of the data I

determined whether it confirmed the literature through the emerging themes. The data

sources were from the interviews and documents. In answering the critical question the

following were found to be keystone characteristics of the ILST:

• Value based support: Using education in human values as the foundation in all

aspects of the school has played a central role in providing psycho-educational

support for the learners.

• Effective leadership: 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.

70

• Building networks or partnerships to harness human and social capital. In the

face of a lack of human resources within the school to offer psycho-educational

support to learners, the ILST has harnessed the human and social capital within the

meso-system and exosystem to support both learners and teachers.

• Continuous learning for professional development: Although the Department of

Education did not provide adequate training in inclusive education, teachers and

members of the ILST empowered themselves by seeking their own professional

development. Continuous learning or lifelong learning seems to be a key element

in equipping teachers to cope with the rapid changes in education.

• Reflection as a process of learning: Reflection has played an important role in

learning and improving practice within the ILST. In order to provide appropriate

support for learners the ILST engaged in reflection to ascertain what worked and

what did not work. Their reflection and action resembled an action research cycle.

• Personal attributes of members: The findings from the data indicate that having

knowledge and skills, being imbued with passion, compassion and patience are

keystone attributes that keep ILST members motivated to carry out its role and

functions.

• Parents as Partners: The family and the school are micro-systems within the

ecosystem that provide spaces for proximal development of the child. Hence

garnering parental involvement in providing psycho-educational support for

learners is crucial in the intervention process.

In the final chapter I provide a summary, conclusion, implications and limitations of the

research.

71

CHAPTER FIVE

SUMMARY, CONCLUSION, IMPLICATIONS AND LIMITATIONS

5.1 Introduction

In Chapter One I indicated that White Paper 6 proposed two structures, namely the

District Based Support Team (DBST) and the Institutional Level Support Team (ILST)

as pivotal for the implementation of inclusive education (DoE, 2001 ). Implicit in the

rationale for the establishment of these structures is the paradigm shift from the medical

model to a social model. The social model endeavours to move away from relying on

support from specialist personnel from the outside to providing learning and psycho­

social support for learners. The rationale is to utilize the personnel within the schools

and the local community. While the medical model focused on deficits within the

learner, the social model maintains that factors outside the learner can contribute

significantly to barriers to learning. The role of the ILST is to provide on-site support

for learners and teachers to address these barriers to learning (ibid)

In Chapter One I also indicated that there was a paucity of studies on the ILST and that

the ILST and DBST were non-functional in many schools and districts in South Africa.

Using a positive psychology approach, or an asset-based approach, I looked for an

ILST that was functional and explored the keystone characteristics of this structure.

The purpose was to use the findings from this study to contribute to the literature and

the practice of inclusive education. In this final chapter I discuss my conclusion,

methodological and theoretical insights from the research, implications for future

research and policy implementation, and the limitations of the study.

5.2 Theoretical Foundations of the Study

I critiqued special education as being founded on the psycho-medical paradigm, which

takes a positivist view of the world. Differences among students are regarded as deficits

and pathologies which are understood through the lens of medicine and psychology.

Special education is based on functionalism, which takes a rationalist response that

deficits can be cured or remediated. I used the lens of critical and social constructionist

72

theory to examine 'special educational needs' as a social product. Political, structural,

social and socio-economic processes disadvantage and marginalise some groups.

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.

Based on my reading of the bio-ecological model of Bronfenbrenner (Bronfenbrenner

& Morris, 1998), I argue that the ILST is a structure embedded within the broader

school system and is influenced by the eco-system of the school, the community and

the broader education department. Therefore, the ILST as a micro-system does not

operate in isolation but interacts with other systems inside and outside the school.

The literature on 'effective schools'; and 'school improvement' provided some

proposals for transforming schools, from which I postulate that the characteristics of

effective schools can be used to explore the keystone characteristics of inclusive

practices or keystone characteristic of ILSTs. The effective schools and school

improvement literature proposed the following for school reform: effective leadership,

collaborative learning, partnerships, staff development, planning and reflection.

Findings from this study support the proposals from the literature. I will elaborate on

the findings from this study in subsequent sections.

5.3 Exploring the Micro-world of the ILST: Methodological Insights

An interpretative paradigm formed the epistemological foundation of this study. I

acknowledge that some authors use the terms qualitative and interpretative research

interchangeably. Interpretivists seek to uncover subjective reality rather than facts, and

to this end I chose to use the case study as a research tool to explore the micro-world of

the ILST. The instruments used were semi-structured interviews and document

analysis. The data analysis involved scanning, sorting, organizing, synthesizing, pattern

searching and categorizing.

73

I carried out my research in a naturalistic setting because I wanted to study educators,

learners and the immediate school community and their interaction in their 'natural'

environment, i.e., the school. Naturalist ontology suggests that realities are not wholes

that can be understood in isolation from their contexts, nor can they be fragmented for

separate study of the parts as the whole is more than the sum of its parts (Lincoln &

Guba, 1985 :9). The unit of study of my research was to explore keystone characteristics

ofthe ILST. Hence, studying the ILST within the context of the school becomes crucial

in deciding whether or not my findings would also have meaning in another context.

This methodology gave me firsthand information as the researcher, as I was the main

data-gathering instrument. Using myself as a data-gathering instrument had certain

advantages because a non-human instrument does not have the adaptability to

encompass and adjust to a variety of realities that would be encountered (ibid). For

example, interviews had to be rescheduled several times because respondents were not

available for several reasons. Another example is that I could not adhere to my

interview schedule and had to adapt the interview questions to suit the flow of the

interview, the context and the responses that I received from the participants.

Being the sole data gathering instrument also has its limitations, in terms of possible

researcher bias. Guba and Lincoln (2004) suggest that the aim of the naturalist

researcher is not to present a single reality asserting itself as "truth", but rather

researchers should aim to discover multiple realities that co-exist within any research

context. The participants should judge whether their realities have been accurately

represented, and to this end I asked them to read over the interview transcripts. The

participants did not find any discrepancies between what they said and the interview

transcripts, nor did they oppose the interpretation of the findings. However, it is

possible that the skewed power relations between the researcher and the researched

contributed to their not opposing the interpreting of the findings.

The trustworthiness of the research derives in part from whether the informants find the

data credible rather than whether the data proclaims some eternal truth (ibid). Instead of

being concerned with representativity of research (external validity), Guba and Lincoln

(ibid) suggest the use of the construct "transferability". The important question here is

whether the findings from this study could be transferred to other contexts. The reader

74

may compare the context being described with his or her own context, and decide

whether to transfer ideas, interpretation or insights across his or her own contexts. The

term "dependability" is used to counter the construct of "reliability" (ibid). The

trustworthiness of interpretative inquiry should be assessed not according to how

consistent a particular human action, phenomenon or behaviour is ("reliability"

construct), but rather how dependent these actions, behaviours and phenomena are on

the complex, interactive dynamic and dialectical processes under investigation (ibid).

As an interpretive inquirer I foreground my own involvement in the construction of the

data since, the data does not speak for itself, but can only be confirmed via the human

intervention of the researcher (ibid). Samuel ( 1998: 187) notes that the critics of the

naturalist research paradigm suggest that this might slide into a 'bottomless pit' of

relativism. However, the aim of this inquiry is to provide in-depth rich information,

which is context-bound, and I am not concerned about pursuing eternal truths. I do not

claim to provide the research world with definitive answers, but rather with clearer

questions to ask about one's own research.

I minimized researcher bias by triangulation techniques, using different methods and

crosschecking the results. For instance, I interviewed four participants and also

analysed documents such as the school newsletters and learner's writings. The themes

that emerged from the data are consistent across the different interviews and

documents. My interpretations were given to the participants to read and make

comments. There was agreement among the participants that my presentation and

interpretation of the data reflected their realities authentically.

In the above section I explained the implications of the methodology I used in this

research; in the next section I explain the implications of the findings.

5.4 Implications of Findings: Keystone Characteristics of the ILST

5.4.1 Value based support

The school has used values in education as the foundation in every facet of the school

system. This has played a central role in providing psycho-educational support for the

learners. In an era where teenage pregnancies, HIV I Aids, drug-taking and criminality

75

have risen greatly in schools in South Africa and other parts of the world, education in

human values becomes imperative.

The leadership style, the psycho-educational support and discipline in the school is

based on human values. According to Halstead and Taylor (1996) values are central to

the theory of education and the practical activities of schools. Together with the family,

schools play a major role in developing values in children (ibid). Qantani Primary has

endeavoured to inculcate in its pupils, organizational structure and staff human values

that enhanced teaching, learning and support for the learners. Halstead and Taylor

(ibid) maintain that the part schools play in the teaching of values and the part values

play in the organization of the school are closely connected. The values of the school

are apparent in the organisation, curriculum and discipline procedures as well as the

relationship between the teachers and pupils. Among the values that are fore-grounded

in Qantani Primary are "respect, honesty, peace, understanding, love, unity and

tolerance". American psychologist Lawrence Kohl berg believed that children need to

be in an environment that allows for open discussion on day-to-day conflicts and

problems to develop their moral reasoning ability (Crain, 1985).

The question arises, in diverse cultures such as in South Africa and other countries, as

to whose moral values the school espouse. I take cognizance that cultural politics would

play a part in shaping the ethos of the school. However, I would argue that values such

as respect, honesty, peace, understanding, love, unity and tolerance would be accepted

in most cultures in South Africa as adding value to life.

I would unequivocally recommend that schools make a conscious and concerted effort

to include human values in their curriculum and organizational structure.

5.4.2 Effective leadership

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. In Quantani

Primary School the principal took leadership of the ILST. She was passionate about

inclusive education and her passion permeated to other members of the ILST and the

76

school as a whole. She used a transformational democratic leadership style which made

her school and the ILST effective. Leadership, like keystone species, forms a hub or

nucleus that positively influences the ecosystem of the school. The grade heads and the

SMT of the school were also members of the ILST. The power behind this leadership

also influenced the cooperation of other members of staff in making the ILST effective.

Moreover, it was the leadership of the ILST that brought together the members and the

rest of the staff to give learning support to the learners.

The literature on effective schools and school improvement supports my findings that

effective leadership at all levels of the school hierarchy is crucial not only for the

effectiveness of the ILST but the whole school (see Chapter 2). Hence, this finding has

great significance for the Department of Education and tertiary institutions for training

teachers and school management for effective leadership in transforming schools to

inclusive schools. Moreover, I recommend that principals take a dynamic leadership

role in the ILST, or if they do not lead the ILST they should motivate and support it.

5.4.3 Building networks or partnerships to harness human and social capital

Quantani Primary lacked human resources within the school to offer psycho­

educational support to learners. This did not deter the ILST, which like keystone

species has harnessed the human and social capital within the meso-system and

exosystem to support both learners and teachers.

Schools exist within ecology of parents, community, school districts, other educational

organizations and institutions, and other government departments. The relationship or

interaction between each of these institutions (parts) or groups can contribute

significantly to supporting and developing the school. The ILST interacted and

harnessed the wealth of resources from the mesosystem and exosystem. In Chapter

Two I indicated that studies show that building partnerships enhances school

improvement (Ainscow, 1995, 1997; Hopkins, et al, 1996, 2005; Stoll & Fink, 1999;

Fullan, 2003; Townsend, 2007). These studies support my findings: the various

networks, partnerships and collaboration NGOs, CBOs, universities and other

governmental departments served to enhance the effectiveness of the ILST and the

school as a whole. The school has taken the role of a community school and has

77

involved the wider community. This is important for school development and providing

for the psycho-educational needs of the learners. In building the school as the centre of

the community and fostering a welcoming climate it has moved towards an inclusive

culture.

The value ofbuilding network, partnerships and working in collaboration with agencies

within the ecology of the school cannot be over emphasised for harnessing psycho­

social and psycho-educational support.

5.4.4 Continuous Learning for Professional Development

Findings from this research show that the Department of Education had provided

minimal or no training on inclusive education for Qantani Primary. Despite this, the

teachers and members of the ILST empowered themselves by seeking their own

professional development. Continuous learning or lifelong learning seems to be a key

element in this school in equipping teachers to cope with the rapid changes in

education.

Professional development is essential for improvement and time should be allocated for

staff development activities (Pink & Hyde, 1992; Ainscow, 1999). Pink and Hyde

(1992) suggest that educators must begin to use a variety of perspectives on staff

development. For example, by employing the ecological or interpretative paradigm

teachers will begin to examine the taken for granted assumptions of "teachers and

administrators concerning learning, students, and interpersonal relations as well as the

cultural context of the school, that guide the actions of educators" (Pink & Hyde,

1992:8).

One of the ways to bring about change in schools is to develop schools as learning

organizations (Senge, 1990; Davidoff & Lazarus 1997; Clarke, 2000). Learning

organizations are organizations where people continually expand their capacity to

create results they truly desire; new and expansive patterns of thinking are nurtured;

collective aspirations are set free; where people are continually learning together

(Senge, 1999: 33; Stoll & Fink, 1999: 150-151). In other words, a learning organization

78

is an organization that learns or one that encourages learning in its people (Handy,

1991).

Using the notion of 'the school as a learning organization', Davidoff and Lazarus

(1997) take the perspective that schools are living systems made up of interdependent

parts, and that a problem in one part will affect the entire organization. Organizations

are not static but have a life of their own, and change in a school must involve whole

school development. In Qantani both the ILST and the school as whole engaged in

learning to equip themselves to meet the demands of providing for psycho-educational

and psycho-social support for the learners.

This study, together with evidence from the literature, supports the notion that ILSTs in

schools and the school as a whole should adopt the culture of continuous learning or

developing schools as learning organisations in order to provide learning support in the

ever changing educational systems. It is imperative that the Department of Education

provide spaces and programmes for ongoing professional development of teachers.

5.4.5 Reflection as a process of learning

In the above section I indicated the benefits of continuous learning for the improvement

of the professional self of individuals and the school. Reflection is another process of

learning, and has played an important role in learning and improving practice within the

ILST. In order to provide appropriate support for learners, the ILST engaged in

reflection to ascertain what worked and what did not work.

The members of the ILST engaged in active experimentation and reflection in the

learning process. It involved trying things out, accepting them or rejecting them

(Skovholt & Ronnestad, 1992:48). Active reflection involves examining thoughts,

actions and emotions related to personal and professional lives (ibid). In Qantani,

reflective practice raised self-awareness and improved professional practice

(Wellington, 1991).

79

Although reflection was not done in a formalised or structured way, it was an integral

part of the learning and development process in the ILST at Qantani. Reflection was

used to gauge which strategies worked and which did not.

Reflective practice was one of the keystone characteristic of the ILST at Qantani. This

study is not and will not be the only study that will recommend reflection as a process

of personal development and the development of organisational structures in school.

5.4.6 Personal attributes of members

Especially in professions where one works closely with people, personal attributes play

a significant role in effective relationships. The findings from this study indicate that

having knowledge and skills, being imbued with passion and compassion are keystone

attributes that keep ILST members motivated to carry out its role and functions.

In Bronfenbrenner's bio-ecological model, process constitutes the core of the model

and has been described as particular forms of interaction between organism and

environment, known as 'proximal processes' that operate over time and are considered

as primary mechanism producing human development (Swart & Pettipher, 2008:13).

The proximal processes that really counted in the ILST of Qantani were evident in the

following:

• The passion of especially the coordinator of the ILST motivated and drove the

members of the ILST. Even the learners recognised the passion of the

coordinator of the ILST.

• Compassion and patience were evident when the members cared for the learners

in distress or who were experiencing learning difficulties.

• The way the members used their knowledge and skills to teach and support the

learners.

I consider the attributes of compassion, patience and passion and also the skills and

knowledge in learning support that emanated from this study as proximal processes. It

80

seems that these proximal processes assisted in positively influencing the microsystem

of the school, the learners and the teachers.

In the helping professions such as teaching, the above attributes enhance the

effectiveness of support given to learners and build a trusting relationship between

teachers and learners.

5.4. 7 Parents as Partners

The family and the school are micro-systems within the ecosystem that provide spaces

for proximal development of the child. Hence, involving parents in providing psycho­

educational support for learners is crucial in the intervention process. Parents and

teachers need to have a shared understanding of pupils' educational outcomes to

promote pupil learning and development, while for their part schools need to

communicate meaningfully with parents on many issues. Although not all the parents

are fully involved in the education of their children, Qantani Primary has managed to

establish a fair degree of parental involvement.

The school has managed to create spaces and opportunities for involving parents and

the wider community to enhance learner support. It has created an open and welcoming

climate which encourages access and which has helped to build an inclusive climate.

Many school improvement efforts have placed great emphasis on parental and

community involvement in schools (Reynolds et al., 1996; Stoll & Fink, 1999).

Involving parents is based on the premise that involved and interested parents

contribute significantly to a pupil's success in school (Stoll & Fink, 1999:134). Getting

parental involvement in many schools in Gauteng is difficult, but it is an ideal that all

ILSTs and schools should strive for.

81

5.5 Limitations of the Study

This study explored the characteristics of the ILST in only one school. Perhaps a more

extensive study involving many schools would yield different results. This study does

not pretend to offer generalizations. Formal generalizations cannot be made as in

random sampling and experimental designs, and this is not the aim of a case study. The

aim is particularization: to present a rich portrayal of a single setting to inform practice,

establish the value of the case and /or to add knowledge to a specific topic (Simon,

2009: 23-24).

The reader or researcher should explore his or her own context to ascertain whether the

findings from this study are transferable.

5.6 Implications for Further Research

In my literature search I noted that only two studies focused on the ILST in South

Africa. There is a definite need for more research on the ILST. I took a positive

psychology or asset based approach in that I searched for positive characteristics that

contributed to the effectiveness of the ILST. There is a need to research why the

majority of ILSTs are not functional in South Africa. This study was a qualitative

study, but it would be interesting to compare the findings from a qualitative and a

quantative study.

5. 7 Final Words

A keystone species affects the survival and abundance of many other species in the

community in which it lives (Wilson, 1992). The ILST at Qantani, like other keystone

species in nature's ecosystem, served to positively influence the ecosystem of the

school in providing learning support to the learners and teachers. Although the

following quotation may not have been researched it contains some pithy truths:

The illiterate of the 21st Century will not be those who cannot read and write,

but those who cannot learn, unlearn, and relearn (Alvin Tofjler).

82

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APPENDIX 1

INTERVIEW TRANSCRIPTS

INTERVIEW TRANSCRIPTS

KEY

R=RESEARCHER

P=PRINCIPAL

T=TEACHER

H=HEAD OF DEPARTMENT (HOD)

L=LEARNER

INTERVIEW WITH THE HEAD OF DEPARTMENT OF THE SCHOOL

After the introduction the researcher asks the Head of Department the following

questions.

R: What is your understanding of inclusive education? Could you please explain?

H: It is a very broad term, extremely broad term. In our school the term currently

means including learners from different ethnic backgrounds, learners from

different religions, languages. We have learners from South Africa and other

African States. It is the inclusion of learners with different learning barriers. In

our school language can be a barrier as we have many French speaking learners

from the DRC and our medium of teaching is English. I accommodate these

learners in my class and make sure that they understand me. I have to give

them additional support to make sure that they understand English. Inclusion is

also about including learners with physical disability e.g. learners with cerebral

palsy, deaf, blind and that kind of disability. I have in a learner Grade 7 who is

deaf in one ear and when I give an instruction I make sure that I am facing her

and that she can see me and also I try not to stand on the side of the ear where

she can't hear. When it comes to classroom management you need to know in

which position of the class you place the learner. Then we also have learners in

this school learners who have problems with vision i.e. learners with

spectacles and learners who cannot afford spectacles. Those learners are

placed in front of the class where they can see the board. So inclusion for me is

a very broad term.

R: So your conception of inclusion is the inclusion of all learners in the curriculum

and does not focus only on disability. It is similar to what the White Paper 6 is

saying. What would you say is the attitude ofteachers towards inclusion?

H: When Inclusion was first mentioned many years ago the teachers were

apprehensive because teachers thought that they suddenly have to teach

learners on wheel chairs or who are 100% blind or 100% deaf. That is what we

were thinking but as we read the documents and had discussions and went for

some courses we realised that we are actually doing inclusion currently. What

we are doing in our school and the type of learners that we are having in our

school, we are practising inclusion. Everyone is relaxed about inclusion, so

inclusion is not placing enormous stress on us because it is part of our day to

day teaching and learning strategies. When you plan your lesson you make

provision for the learner that may not be auditory based but is more visually

based or I try to have an activity in my class that is kinaesthetic. Using different

strategies is part of inclusion for us. We are trying to accommodate all learners

and I think we are accommodating them. I don't think it is realistic to say that

you have one lesson to include every single learning problem or all disabilities

in your class. So you vary your lesson to get to every group in your class.

R: So what you are saying is that you do multilevel teaching in terms of the

different levels and needs of the learners.

H: Yes and I also try to accommodate the different learning styles of learners.

R: How many members comprise the SBST?

H: It is the principal and the two HODs and the lead teacher from every grade.

R: So how many grades do you have?

H: From GradeR to Grade 7

R: So that makes 8 teachers, plus 2 HODs and the principal. That adds up to 11. How

are the members of the SBST chosen?

H: It's usually the Grade heads (meaning lead teachers) in each grade the 2 HODs

and the principal who is the coordinator of the SBST.

R: What are the functions of the SBST?

H: From the educator's side they are responsible for identifying any problem in the

classroom. The problem can be learning difficulties, socio-economic or others.

When we have our SBST meetings the Grade Heads will bring these problems to

the meeting. We will then discuss the problem and try to problem solve.

Recommendations will be made for interventions. If the problem is with learning

then this is referred to our learning support team e.g. we got additional language,

maths and writing classes. Staff collectively made the decision. We also have

additional reading classes. We've got an educator who assists learners who only

speak French.

If a learner needs psychological assessment then the learner is sent for

assessment. We use the assessment report to plan an intervention programme for

the learner. If for example the learner needs an eye test then parents would be

consulted to get the learner's eye tested. We also have a nursing sister coming in

once a year to do the eye and ear tests with Grades 1 to 7. If parents need to be

called in then the principal as coordinator would meet with the parents.

R: Basically it is identifying barriers to learning and then giving them learning support

or any other support that the learner needs.

How often does the ILST meet?

H: We meet twice a term with every grade teachers. At that meeting the teachers

would discuss learners per grade. The problems would be discussed and

recommendations and follow-ups would be made. If other problems arise the

educators would discuss the problems with the HOD or Grade Heads or the

principal as the SBST coordinator. If cases need to be discussed then the SBST

would sit to discuss the case. We have two formal (planned) meetings and

unplanned meetings as the cases arise.

R: Do you have a coordinator for the SBST and how was the coordinator chosen?

H: The principal is the coordinator. She is passionate about the SBST and this works

well for us. This is something she likes to do and she is very competent at doing it.

R: What expertise or skills should ILST/SBST member have?

H: The members should be specialist in the phase they teach. It is very difficult for

me as HOD in the intersen phase to identify problems in the foundation phase as I

am not trained for the foundation phase. One needs to have expertise in

identifying learning barriers. We got our skills through the training courses we

attended and being part of the SAALED organisation we attended many

conferences. The majority of our teachers have basic counselling skills: we have all

been on a basic counselling course especially through the Teddy Bear Clinic. You

need to be a very compassionate person; if you are not compassionate you do not

understand what the learner is actually going through and the emotions behind

the learning barrier. You have to have the patience because if you do not have the

patience you would not be able to help the learner to realise their potential and

build their self-esteem. Some learners have been battling with low self-esteem

for many years, so you have to build them up. The majority of our teachers have

these qualities- that is why we are teachers. You wouldn't last in this school if you

are not compassionate and patient. Educators teaching here are a very special

group of people.

R: Did you receive any training in carrying out the roles and functions of the

ILST/SBST?

H: I stand to correction here, some years ago there was some Departmental training

on the roles and functions and the composition of the SBST, but there was nothing

recent.

R: Does the District Office or other structures of the Department of Education

provide any professional development training for members of the SBST?

H: There was nothing this year- the last I attended was a department course on basic

counselling skills.

R: In terms of your own professional development what training courses did you

attend?

H: The majority of our professional development comes from NAPTOSA and SAALED

courses and the school based in-service training. We had some training from the

teachers at our school who have some training in remedial education. They have

helped us to identify language based and maths based problems and how to

assist the learners. We had some art therapy counsellors and speech therapist

who I addressed us. We also have a relationship with the University of

Johannesburg who send their trainee and intern speech therapists to come and

work in our school as part of their training for their degree. These people have

assisted in training us.

R: Explain the procedures or processes you follow when learners are referred to

you?

H: The problem would be brought to our attention. It is brought directly to me as

HOD. I would then go and discuss the case with the principal as she is the

coordinator of the SBST. If the matter needs the intervention of the whole SBST

then a case discussion would take place. Sometimes matters are very confidential

and only the SBST coordinator i.e. the principal would handle the case. Very often

the teacher, parents or pupils would go directly to the principal who would decide

on a course of action.

R: Approximately how many cases do you handle every month?

H: It varies throughout the year. In the beginning of the year we have new learners

that come into the school. We have more cases in the first term. We also seem to

have more cases during the beginning of each term when more cases are brought

to our attention.

R: What other cases besides learning do you handle?

H: Bereavement, socio-economic problems, poverty, no food, language problems.

For the cases of language problems, letters are sent every term for learners to

attend additional language lessons. On Monday afternoon additional language

lessons are done by every teacher in every grade. Maths is done by the Maths

teacher on another day. One teacher takes junior learners for additional reading.

One teacher takes new learners who only speak French. This teacher takes the

learners on a one-on -one basis.

R: What is the success rate like in terms of the language?

H: Very good. 99% of the learners who are second language learners are eager to

learn English and they learn the language quickly. We have other learners in the

school who are French speaking. We use peer teaching in the classroom to assist

these learners. Peers help in the class to translate from English to French and vice

versa. The peers help in the initial stages when the learner is making the transition

to English.

R: What is the major foreign language in your school?

H: French speaking learners from the DRC.

R: What resources do you have in your school to support your learners?

H: Additional language and maths classes. One teacher takes weaker learners on a

one-on -one basis. Counsellors from Wits and UJ come to our school and offer

counselling to our learners. We also provide offices for the "Suitcase project". This

NGO uses one of our classrooms as an office. They do counselling for us.

R: What do you mean by the "Suitcase Project"? Please explain to me.

H: The Suitcase Project is an organization that was based in Hillbrow. They help

immigrant learners and some learners who are living on the streets. The

counsellor would take them in for counselling. It is called the Suitcase Project

because every child is given a suitcase and then they would write a story of their

experiences in their own country and why they are currently in South Africa.

Sometimes it would take a child a year to disclose what had happened to them.

These stories were compiled into a book. The principal of our school read the

book and she contacted the person who compiled this book and who ran the

project. At that time the project office was in a church in Hillbrow. The principal

offered the lady a room at our school as an office. Now the project offers

counselling on a Saturday at our school. They do group counselling, individual

counselling and they also counsel mothers.

We also have speech therapists from the university who do therapy at our school.

R: The account of the resources you have provided come mainly from the outside

the school. Do you have resources like counselling services within your school that

are paid by the Education Department?

H: No we don't have people paid by the state or SGB. We have physical resources

like the media centre/library, computer centre and a computerised language

programme.

R: What is your pupil teacher ratio and do you have SGB appointed educators?

H: About 1:36. The SGB paid teachers help to release the principal to do her admin

work and SBST work.

R: Tell me more about the networking with your outside agencies.

H: Networking is extremely important. We have a very good relationship with the

Teddy Bear Clinic. In the past the TB clinic used to serve counsellors to us. The

principal has a very good relationship with the police at Yeoville. She is in direct

contact with the station commander. We have a good relationship with UJ. UJ

sends professional students and therapist. It is this networking that we have the

suitcase project on the property. Through networking we have many of our

speakers for development and training and SAALED networking. Our principal is

an exec member of SAALED and I am on the Johannesburg Board of SAALED.

R: As part ofthe SMT what support do you give to the teachers?

H: We keep them motivated SBSTs problems cannot be based on one afternoon -

not like a Maths problem that you can work out the answer... Some problems

take about 6 months to you to find a solution. So you currently have to motivate

the teachers to keep on doing what they are doing. You have to give them ideas

for a new approach and then you have also do some counselling with the teachers

depending on what the learners have disclosed to them - we have to look after

the emotional side of the teachers themselves.

R: Is the SBST allowed to take decisions on its own?

H: the principal is part of the SBST so decisions making is not a problem- she is part

of the decision making: in this case we don't have to refer to someone higher- the

SMT and the principal are part of the SBST- so all decisions are given the stamp of

approval.

R: What support do you get from the Department Officials?

H: Last year we wanted to get a learner into a remedial school- the whole process of

getting an LSEN number and placing the learner was a long process. The

Department lost the forms and many times you have to resubmit the forms.

R: Comment on the relationship of the team members with the members of staff.

The relationship is very excellent, because we also rely on the other staff

members to come up with solutions. I am in the intermediate phase and I have to

go to the foundation phase for suggestions or I will go to foundation phase for

readers - grade 1 level teachers are not scared to interact with others to give

suggestions and say I tried this in my classroom and this worked with this learner

and you can do that. If you have a discipline problem you can ask the teacher

what you did last year with the learner because I am experiencing problems. You

can follow the suggestions and see if it works. We have an extremely open

relationship and everybody is willing to help each other. Nobody is scared to ask

for help. I'm not scared to ask for help from a post level one teacher.

R: So you are open to learning. Learning is a contribution.

H: If you are not open to learning then you are not going to solve the problem.

R: Is the SBST valued in your school.

H: Yes. We are here to serve the child. And everybody here is passionate about

helping the child. The SBST is regarded highly because we are solving problems.

The SBST is of value to the school. It is of a great value. Many learners and

parents have been helped and the teachers can see the difference.

R: Do teachers have counselling skills in your school.

H: Yes. Many of the teachers have been for basic counselling training.

R: Do the teacher pay for the courses themselves.

H: Yes and no. It depends on the courses. If the course fees are not that substantial

then the school pays. Other courses like the one with the Teddy Bear Clinic, we

paid for ourselves. It depends.

R: What is happening in the school in terms of curriculum adaptation?

H: Because we have learners with such a variety of abilities and especially because of

the language barrier we adapt our lesson to accommodate the learner. You do

adapt your instruction. You will give your class the instructions and then go to the

specific learner and give your instructions. Or on call her to your desk and re­

explain the work in a basic form. Maybe use of peer teaching/paired teaching- to

make sure the learner understands the work and then I also try to accommodate

the different learning styles in the classroom. Every activity is not only written

based. I give verbal work or kinaesthetic based activity or visual. It is possible

with all lessons. I try to vary my lessons to accommodate the different groups in

the classroom.

R: Is there any particular personality characteristics that an SBST member should

have?

H: You must be compassionate; you must be passionate about what you do. If you

don't have compassion for what the leaner goes through then you won't

understand the behaviours behind it. When the learner knows that you

understand where they are coming from the behaviour improves. If you are not

passionate about trying to assist the learner about solving their problems then

you are not going to be motivated to do something about them.

R: What do you think are some of the challenges that the SBST faces.

H: Financial challenges;

• We cannot employ a remedial therapist.

• Like a bridging class especially for the French speaking learners there is no money.

• We cannot afford to employ an OT.

• We have more cases than we can handle especially for counselling. We need a

full time counsellor and art therapist.

• We cannot afford training of teachers. We cannot attend all courses that we

want.

R: Do teachers or the team engage in reflective process.

H: Reflection takes place every time we have a discussion - if we have to make a

recommendation we have to reflect whether certain strategies worked in the past

or worked with certain cases. There is also formal feedback from the therapist to

the class teachers once a term where they give a report on every learner they

have seen, + whether counselling will continue. Reflection takes place continually

and is not done in a standard formal way. We do have annual reflection of what

was done and what worked and what did not work.

R: Is the reflection an integral part of the learning process.

H: If you don't reflect how are you going to know if something is working or not.

Reflection happens naturally, continually. If you ask a teacher how a learner is

doing - this is reflection. If the learner is not doing well you give the teacher

alternatives.

H: As a team, do you have a common vision on where you are going.

H: Our vision is to help every child in the school and that is what we are striving for.

No child should leave this school and feel that she is falling though the cracks in

the system. I don't want to see the child as just a number in the schools, but as an

individual.

R: Thank you very much. You have given me loads of information. Thank you for

your time and help.

INTERVIEW WITH THE SCHOOL PRINCIPAL

R: Introduction

Thank you for this interview I know principal's have a busy schedule -thank you

for making time for this interview. The focus of this research is the School Based

Support Team and the characteristics of the School Based Support Team. The aim

is to explore good practice so that recommendations can be made and others can

use the findings from this research. The topic is: "Exploring key stone

characteristics of school based support teams."

R: Can you give a brief history of your school.

P: We are 9 years old. The school originally started as an all white Jewish school. We

have changed over the years. The school is now all African with diverse languages;

diverse religions; diverse cultures and we are one of the schools in the inner city

that probably host the most immigrant children from other African countries.

We currently have about 508 learners in the school and ± 200 of the 508 are

immigrants. This brings its own challenges with regard to language mostly, and

our school hosts the majority of the learners from DRC and when they come to

the school they speak French. So one of the challenges we face is to overcome the

language barrier.

When it comes to staff I got 13 GDE educators and 4 SGB paid educators. The staff

is also very diverse with different races cultures and religions and also different

ages, from very young to 63. We are a small group of people working

tremendously well together. We certainly created a family atmosphere not only

in the staff room but in the school. We pride ourselves that we are a community

school. Our aim is to uplift our whole community not just the learners within the

school. So we work very closely with different NGO's in our community.

I am proud of this school; whatever we do in this school is based on values,

whatever decisions we make, how we treat each other, how we deal with the

children is based on the value system of the school .

About 572 years ago our District Office organized a values workshop. The

organization that conducted the workshop was called "Living Values". It is an

international organization. Myself and the school's HOD went. It was a Friday

afternoon and a Saturday morning. I'll be honest. I went with a very negative

attitude because who wants to go and do a workshop on Friday afternoon but it

was a life changing experience.

At that workshop I realized that if I really want to know the meaning of care, if I

really want to make a difference in the school that was ·what it was going to be

about - it will have to be based on values. The value system in this school is what

brought this diverse group of people together because it wasn't aimed at any

body's religion or culture. After myself and the HOD finished the training, when I

came back to school I asked the staff if we all could go for this workshop. So we

all went for the two-day training where we as staff collectively made the decision

that this is how we want to do it in the future. We as a staff sat over two days and

decided what our own internal values were that is important for you as an

individual. Then we told each other how we as individuals are to get a better

understanding of what we think and what we feel. And then we decided on 7

values that we came back to implement in this school. The seven values we felt

our community was in need of the most to instil in the children of our school and

from there on we started a values programme. People will often ask me how you

do it. Basically there is just one answer: not only to talk about it but to live it. We

as a staff live the values every day or else we will not get it right. A lot of research

has been done and there is a lot of talk about values and it's in our constitution

and all of that but if we try and teach it as a lesson we are not going to get it right.

In my opinion, we have to set the example. Children must see it in us, not hear it

from us. I must say that it has paid of.

When my Grade 7's leave and I ask them to reflect back on their school. I ask

them what is the one thing that stands out - they will say that it is the value

system that is going to carry us in high school. So that is something important to

us.

Whatever decision I make, whether it is financial or a decision for the school I

always keep in the back of my mind the utmost respect and tolerance of the

different understanding of other people. So that not many people can say that the

school runs very effectively, because I got very few internal politics and things like

that because we do treat each others with utmost respect.

R: You spoke of 7 values, can you list them?

P: Respect, honesty, peace, understanding, love, unity and tolerance.

R: You say you don't teach these values. Some of these values are embedded in the

LO curriculum?

P: In the beginning of every year we take 1 or 2 days - every teacher in the school

will explain these 7 values to the learners - what they mean, what their

understanding is. We say these are the 7 values rather than saying that these are

the 7 values we are going to follow or this is our code of conduct. Then we

explain how we will treat each other to, how your work in the book should be,

and how this reflects your self-respect. If you have self-respect you will produce

something decent in your books.

In every class room in the school the 7 values are up and it's displayed in every

classroom in the school. In the Life Orientation, life skills period teachers spend

more time on the 7 values as it is in their curriculum too.

Any form of discipline in the school is also based on the value system. So if a child

is sent to me for whatever reason e.g. home work not done, misbehaving in class,

I always tackle the issue from a values point of view e.g. Did you respect the other

person or are we tolerant enough of each other; that's how I discipline in the

school.

We have the values notice board on the outside; we change the notice board

twice a year when we will display a story or pictures on values or whatever the

case may be. The most amazing thing is how proud the girls are of the values

board that are being displayed. There's no vandalism of these boards- they don't

remove such things as pin from the boards. They will read the values board and

bring their parents to read -they are proud of these boards. Values articles are

displayed all over the school.

The schools toilets are generally not very clean in some schools but I don't have a

problem in this school. The girl's bathrooms are always clean. When you walk

into the girl's bathroom the 7 values are displayed there. They know that even in

the bathroom they have to have self respect for themselves - therefore it's

important that they keep it clean, tidy and neat. Then we do assembly - We do

assembly on a Monday morning. Our assembly is based on the 7 values. The girls

will do a little play or tell a story about one of the values or they will write poems

on the values and anything like that. Even with literacy week, it was literacy

month in September; the student launched their literacy week with writing poems

on values. So we actually put that together in a book to show their contribution

for literacy week.

R: You mentioned that teachers live by the values.

P: Very much so. We'll have to practice what we preach and we are very clear about

that. We have to be realistic. Life is about the 80/20 rule. There will be that 20%

that will never buy into it. What I see in this school is that the 80% live it strongly,

the 20% eventually realise that they rather step up to the plate or else they will

have to go.

I can honestly say that there is utmost respect between the staff too. We know

that we can't accept it from the children if we didn't practice it too. We are such a

diverse group but the understanding factor plays a big role. I'm 6Yz years as a

principal of the school. I am always open and put the cards on the table because

if we hide differences it just becomes so big and may blow up. I manage from a

very transparent point of view.

I have a staff meeting every morning with the staff - Monday to Friday. Staff

meeting starts at 07:15 and the amazing thing is that I don't have to wait for my

staff, they are there at 07:15 already. We have that respect for each other that

late coming is not an issue. What ever happens in the school, I put it on the table.

During morning meetings there's not that is hidden. Whenever anyone goes to

meetings or workshops they will bring feedback to the meeting the next morning.

Like yesterday we had the cluster principals meeting. This morning I gave a

feedback at the meeting. The staff appreciates that a lot. They know exactly

what's happening from the GDE point of view and the school point of view. I'm

also not scared of the staff. I open up the floor for discussion - so I don't manage

in an autocratic manner at all. In the staff meetings- we are so comfortable with

each other that people actually want to talk or voice their point of view.

Sometimes I actually have to stop discussions as we have to go to the class. So

people are comfortable enough and have opinions and chat with each other and

to say that this works or that doesn't work.

R: Research- It's great to have democracy at that level. In some schools people are

scared to voice their views in some schools.

P: Teachers challenge me too and question me of my decisions. So we keep each

other on our toes. My philosophy in the school is one of excellence; we strive for

excellence. I don't take anything less than that and if we can't reach excellence at

least we still get to good because if I only strive for good and we don't reach that

level; then we'll be average and I will not take average. So the staff knows very

well our standards.

R: What is your notion of inclusion?

P: Inclusion is very much the handling of diversity in our school. In our school we

have a diverse group of learners form different cultures and languages, religions,

from different countries. This diversity is part of inclusion for me. Inclusion is

the handling of any barrier to learning whether it's physical cultural or intellectual,

it doesn't matter. Inclusion is accommodating all children with any form of barrier.

R: That seems to be in line with the definition in the in the Salamanca Statement.

R: In terms of inclusion- how welcoming is your school to the diversity of learners in

terms of disability race, language.

P: When it comes to emotional social or intellectual we are very much welcoming

because that's what we deal with on a daily basis. We have many children who

experience some form of learning barrier; it could be reading, writing or whatever

the case may be. When it comes to physical barriers- we never had a learner with

a severe physical barrier but I will not close the schools doors to such a learner,

we are open. I strongly feel that it is a learning curve for us in terms of dealing

with the different barriers to learning. If we get a child on a wheel chair it is

another opportunity for us to deal with these barriers on a values basis.

R: Your HOD also mentioned that you have a learner in your school that is hard of

hearing in one ear. It seems that your school is open to developing new skills to

deal with the different barriers.

P: We have done a lot in terms of identifying learners who are having a problem with

vision. We have a project that has been launched by the lions Club. Every year

we have eye screening in the school. The parents only pay RS.OO for each child for

their child to be screened for vision. The project is called the "Gift of Vision". If a

child is identified as having a severe sight problem then the Lions Club organises

for the child to see a private eye specialist for treatment at cost price and the

glasses are also offered at cost price. Many of our parents are unemployed. So we

try to find ways of assisting the parents that are in no financial position to take

them to specialists.

R: Explain your role in the ILST. I know that you have given me a lot of info already

on your role.

P: I drive the ILST and. It's my passion. I lead the ILST in the school. I do all the

meetings, chair all the meetings and put the books together.

R: In my experience at the schools it seems that the principals play mainly an ex­

officio role in the ILST. It's good to see that you lead the ILST.

R: You have already showed that the ILST is a valuable structure in your school, can

you tell me how this structure plays out in your school.

P: It is less formal than what is expected by the Department but that is part of the

culture of the school. We do it in such a democratic manner. So at the beginning

of the year I meet with the school staff and I will have a staff meeting to discuss

with the staff our approach in dealing with learning barriers in the school and

what kind of recourses are available in terms of the therapists that would be at

the school for the year. We then make our plans e.g. this year we had a therapist

from the Suitcase Project to do art therapy with learners and we also had access

to a psychologist from this place. I could ask for advice from the psychologist to

get children for psychological assessment if needs be. Then I work with

Johannesburg Parents and Child Care Centre. We had two therapists from them

this year. This year we didn't have a speech therapist from Wits but next year

we'll have a therapist from Wits. The intern speech therapist from Wits will assist

the schools next year. In terms of these resources the staff will know what is

available and we plan how we will best utilise these recourses.

We have a procedure on to how to refer a child. New and old staff is briefed on

this procedure.

At the beginning of every term every teacher would be issued with referral forms

and then they can refer cases for assessment or therapy etc. Then the teacher will

fill in the referral form and send it to the office to me and then I will see what it is

about. I will then channel the referral to a therapist if the child needs therapy, if it

is for assessment I will consult the relevant person of for eye therapy

appropriately.

We have now reached a stage where some children are comfortable enough to

come directly to me or to the counsellor. It is not only the teacher who identifies

barriers to learning. Some children go directly to the counsellor or come to me for

help. Children sometimes go to the class and explain that they are having certain

problems and ask for permission to go and see so and so on this cuts down on

time. I also now have parents who phone me directly and state I am going

through a divorce can my child see the therapist. Everybody is now comfortable

enough to be open and ask for the available help.

R: You talk about Therapists- where is the therapist from?

P: They are from the outside. We have therapist from the Suitcase Project and 2

therapists from J.P. C.C. and from Wits. They are voluntary workers at the school.

I don't have to pay for these therapists. They are all from NGOs.

R: My note taking is not fast enough. Is it possible for me to get a list of organisations

that you network with?

P: Yes certainly. So that's what I do at the beginning of the year. I have a meeting

with the Grade heads. So basically the SBST is made up of the Grade Heads, the

HODs and myself.

In the first term the Grade heads and I will meet and we'll discuss the children

who have already been identified in the 151 term. These would include learners

who need support in any form of learning barrier. And then as the coordinator I

will start seeking the relevant intervention from the different personnel e.g. OT,

counsellor. We start with the most severe cases first.

We have additional support classes in this school in the afternoons. Every morning

and afternoon every teacher in this school is involved with coordinating support

classes. At the beginning of the year we had identified learners who need

support. Some leaners may require support in reading, writing, language etc. We

have a reading club. So, children with reading problems would go to the reading

club.

We have one teacher who deals with the very severe case; by severe case we

mean children who can't speak a word of English e.g. children who came from the

Congo and this little group will go to a teacher who specialises in teaching this

group.

At our SBST meetings we also discuss how these classes would run. At the

beginning of the second term we discuss the learners who would be at risk of

being retained in the same Grade for the year. At this meeting we discuss the

filling of 450 support forms that the GDE require. Every teacher is given an SBST

book where they record support the child needs. The teacher will also with the

grade heads fill in the 450 support forms. We don't wait for the 3rd term to fill in

the support forms. It is too late then to give the learner the support he requires

for passing the grade. If the learner has made sufficient progress he\she would

not be put on the retention schedule.

At the end of every term each teacher hands in the SBST support book to me, the

coordinator so that I could see who requires additional support and what support

the learner had received from the class teacher or outside support. The teachers

are very comfortable with this process as they know my passion for assisting

children who experience any barriers. They just walk into the office and say that

child x requires assistance. I have a very "hands on" policy and I don't wait for a

formal meeting and would phone the parent and get the process going in terms of

getting help for the child.

R: Your SBST seems to be taking the problem solving approach. Therefore you have

not made referrals to the district. From your reports it seems that your system is

working well.

Can you give more clarity on your reading club - who runs that and what is it

about?

P: I have two teachers, one for the foundation phase and one for the intermediate

phase who run the reading club. At the beginning of the term I ask the teachers

what they would like to do because I feel that if they like something they would

do it well.

One of my teachers who runs the reading club is a teacher who used to work for

READ for a very long time. She knows the reading programme very well and she

has a specific skill in teaching how to read; she has a passion for that. This teacher

runs the intermediate phase reading club. She has trained 2 foundation phase

teachers in the teaching of reading and this has helped in empowering teachers

with skills in the teaching of reading. Learners who cannot read and who have to

start from scratch would go to the foundation phase reading club.

We also have an additional reading period to assist all learners. Every morning in

the first period the whole school has a reading period. This is in line with the

foundations for learning of the Dept. This helps the foundation phase because

there is an additional period for reading. In this period learners are taught the

mechanics of reading. In this period they are also given time to write their own

stories and little booklets.

R: You spoke about severe cases. Can you give me an idea of severe cases?

P: Severe cases are cases where the learner has no understanding of the content of

the lesson or where the learner has a severe language barrier or where the

children do not know a word of English.

This teacher has had a lot of experience and did research on how to teach children

with learning barriers. She studied at Wits. She has a lot of interest in second

language teaching; that's her passion. She volunteered to teach these children.

R: Does she know the French language as many of your foreign learner's speech

French.

P: No. She just has the skill to teach second or third language learners. We try not

to get somebody who speaks French to teach the children because they will

continue to speak French and they do not catch up with English quickly.

We do have a volunteer teacher in the Grade R class who is fluent in French and

English. She has assisted two learners from the DRC who are in Grade 1 and 6.

She has assisted these children as they were having extreme difficulty in learning

English. Everybody gets involved.

R: You seem to have utilised the skills in your school quite well.

R: Describe your parental involvement in the school.

P: It varies. The parents have great trust in the staff of the school -they often voice

that. They say that they send their children here with their minds at ease because

this is the staff that cares.

I don't think the parental involvement is the way we like it to be. We obviously

want to see parents getting a little more involved in the school in the education

side of things but it is far better than what it was.

When we started the values process we also pushed hard for the parents to come

on board. The parents are now supporting the school in the whole aspect of

values.

I must admit that my new elected school governing body is amazing. They are very

committed. They call on meetings as much as they can. There were many parents

who wanted to be on the SGB but we were allowed to elect only 5. We

immediately co-opted 3 other parents who wanted to serve on the SGB.

I must say that whatever is traditional in the school is what the parents value very

much. The "Family Fun Day" is what they value a lot and they support it. The

whole community come to schools on that day. The school grounds are packed on

that Saturday.

On that day every teacher runs a stall. We have games for the children. It is like a

mini fate. On the same day we have inter house athletics. We start at 9:00 in the

morning and only finish at 4. These parents stay right to the end. The parents get

involved in athletics. There is mother's race, father's race and brother's race.

They all get involved. Traditions like this the parents fully support. Another day

that is part of our tradition is when parents come to collect their children reports.

I do not send reports out to parents. Parents know that they have to collect their

daughters' reports. About 85% to 90% of parents come to school on the second

last day of every term. It is a tradition that parents support. When they come to

collect their children's reports parents have a discussion with their teachers. It's

here when many of their problems areas are discussed and intervention measures

are discussed.

Another important tradition that we have is the parent information day. Our hall

is packed on that day. Parents meet with the teachers and hear what is expected

of their children. Many schools struggle to get parents to come to the AGM. At

our AGM we get large numbers and our hall is packed. Parents know the

importance of coming to the AGM.

We also have the tradition of sending a newsletter to parents every week where I

try to touch the hearts of the parents. One section is from the principal's desk. I

always write something to touch the hearts of the parents. I try to tell the parents

that it is not all business but about loving their children unconditionally. I usually

get a very good response from the parents. Every once in a while when I do not

write a poem or a motivational section, a parents will phone a say that they

missed that part of the newsletters.

There is also a section in the newsletter that is from the educators and that is tips

to parents on how to deal with different kinds of situations. They will put in tips

like how to help your child with reading, how to help your child with homework or

what are the healthy foods that you can send for your child. So every Monday

they get a bit of advice in our newsletter.

R: How do you manage this weekly newsletter in terms of logistics, writing input

from teachers?

P: I write the newsletter every Thursdays. The teachers know that they have a

column to write. So they start bringing me the information and I include it in the

newsletter. At every Thursday morning staff briefing I would ask the staff if they

have anything to include in the newsletter. This becomes part of the staff

meeting. I write the newsletter and the secretary types it. On Friday morning it

gets printed and it's counted for the different classes. Monday morning when

every teacher walks into the staff room there will be a bundle in everyone chair.

The teachers pick them up and take them to the classroom where they are

distributed to the kids.

R: How many pages does the newsletter consist of?

P: Generally about 5 or 6 pages. We make them into small booklets. It takes the form

of a booklet. I include in the newsletter the values for the week, significant dates,

and dates when teachers will attend GDE meetings or workshops run by outside

organisations. Parents are kept well informed.

R: I am now focusing on resources from outside the school and resources within the

school. What resources are available in terms of supporting the learner?

P: Our resources within the school are limited due to the financial constraints of the

school. But the teachers do come up with whatever they need.

R: You mentioned the reading club etc.

P: Yes many teachers volunteer their skills like those that have expertise in

languages, reading, and art therapy.

We also have NGO's outside the school that help support these learners for

example, the Suitcase Project. The Suitcase Project has their office based at our

school. The Suitcase Project is specifically aimed at marginalised children,

children with HIV/Aids, refugee children, asylum seekers and that kind of thing.

We got the art therapist from the Suitcase Project.

R: Tell me more about the Suitcase Project; what do they actually do.

P: The Suitcase Project is an NGO that was based in Hillbrow in a church. I read a

book called the "Suitcase Children". These are the stories of children, refugee

children that come to South Africa. They actually tell their stories in this book,

how hard it was to adapt and how it impacted on their lives and so forth. And I

made contact with the author of the book. She referred me to the Suitcase

Project. The Suitcase Project assists marginalised children and tries to help them

and their families to alleviate their situation while they are in South Africa. The

coordinator of this project is Johanna Kitchen and she is a psychologist. I made

contact with her and she came to see me. I told her about the large community of

immigrant children in our school. We then tried to identify links. At that time they

were based in a church in Hilbrow. Hilbrow was not very conducive for them. So I

offered them an office in our school. They then moved to our school.

What we offer via the Suitcase Project is individual therapy for children, art

therapy and a teachers group where teachers offer group therapy to children.

Every Wednesday a mothers group meet at our school. This meeting is for

mothers who need therapy. The therapist also does group therapy with children

who are in grade 6 & 7 because these children are older and they can provide a

support group for each other.

The Suitcase Project is also offered to our neighbouring schools. Through the

Suitcase Project we are trying to uplift the community.

The Project also has games for children on a Saturday morning. Any child can

come in on a Saturday morning. They offer the children lunch, games and art

therapy.

The Suitcase Project is also involved with a large number of children who are

housed in the Methodist church in the town. They also try to place these children

in schools because there are so many of them who are out of school.

The Suitcase Project is also going to service the 3-6 school next year. The 3-6

school is an additional school for many immigrant children who are not in school

because there are not enough schools in the inner city during the ordinary school

hours. From 3-4 o' clock is language lessons and from 4 to 5 is maths and 5-6 is

life skills.

R: By 3 to 6 do you mean the time from 3 o' clock to 6 o' clock?

P: Yes it called 3 to 6 School because the school starts at 3 and finishes at 6 o' clock.

The Sacred Heart School got funding from Germany to run the project. They

currently have classes from Gr R to Gr 6 every afternoon, Monday to Friday with

25 children per class. They use school uniform and there is a feeding scheme. The

NCS curriculum is followed. Part of the project is to empower immigrant teachers.

The teachers who teach in the 3-6 school are immigrant teachers who could not

find jobs in South African Schools.

Myself and Sacred Hearts have forward a collaborative partnership so they will

assist with whatever our needs are. We decided that our school will start a 3-6

school in January 2010. Our aim is that our school will do the foundation phase

and Sacred Heart does the intermediate and senior phases. In January 2010 I will

do grade R to 3. Funding has already been approved by the Germany; they

granted us a sponsorship. I have already got my applicants ready and interviewed

the teachers.

All the teachers in the 3-6 School are immigrant teachers who are fully qualified

and SAQA registered.

R: Oh that's brilliant

P: That's our new project for 2010.

R: You spoke about your networking and collaboration. What is the value ofthis?

P: There is a huge value in it. I work with Sacred Heart; this is very much of academic

value. Sacred Heart has better financial resources and they can get up to date

resources which they can share with us. Sacred Hearts has started the Singapore

Maths and they have shared their books with us. Two of our teachers have

attended staff projects with Sacred Hearts.

Sacred Hearts and our school have done professional development on the

Australian bench mark project. I also invited Sacred Heart staff to our staff

development project.

Sacred Hearts also collaborates with us on our values programme.

I also work closely with the principal of Sacred Hearts to facilitate leadership

training at WITS University.

I also work with the principal of Montrose and Bryneven Primary. We are a very

small SMT and we work in collaboration to learn from each other.

Bryneven and Montrose have far greater resources than us. We wanted to learn

from them and they wanted to learn how we manage with limited resources. We

visited their school and they visited our school, and they were surprised to see

how we managed with limited resources. Our management team who are also

members of the SBST went out for a weekend for a management training course.

This has developed us professionally on how to deal with learners experiencing

barriers. We hope to connect with more schools so that we can network and

become stronger.

I also do work with Mayibuye Primary. They invited me several times to do

training at their school. I did quite a bit of training of SBST's, "Values in

Education".

R: What support do you get from the District office? Forget that I am a District

Official and be as honest as you can.

P: Well, I do not expect much support from the district because for many years now

the district did not have the human resources to support us specifically in terms of

specialists personnel like the officials. Because I am a person who wants to get

things done quickly, I seek support from outside the Department. Personally I do

get support from the district, but I am very respectful of what the district can

offer.

R: What sort of skills or expertise should ILST members have?

Identification of barriers; we sit with such a diverse groups with such diverse

barriers. Therefore identification of barriers to learning is important. We need

people with compassion and empathy.

The thing that kills the SBST is a negative group of individuals. If we were to have

an SBST meeting and teachers continue complaining on how bad these children

are, we are never going to get anything done. That's the downfall of many SBSTS

in some schools. We need people who would want to make a difference in the

lives of our children.

R: Any personality, characteristics that you can identify.

• Hands on people who are doers and not talkers. The majority know what the

problem is, we need to do something about the problem.

• People who can make decisions on their feet. Decisions must be made and

implemented.

• People must have drive.

• Managers must be caring. If you don't care about the SBSTs then you will not

be motivated to help.

• You must have teachers who know their children well.

• I think that the success of our SBST is because I and the other members know

the children well.

• A teacher can walk into my office say for instance that student X is not well

today. I would be immediately able to say that x does not have parents, she

lives with her granny and they have many socio-economic issues to deal with.

This is because as a coordinator I know the case history and have already

spoken on the phone and had interviews with the guardians; I know the

children and know their stories.

R: So how do you keep track with so much of the information.

P: I make it my business to know (laugh) I make it my business to know the children

in school. That is why at the beginning of every year I ask the teachers to identify

the learners who are experiencing barriers and I make it my duty to get to know

those kids. At the beginning of every term I and the SBST members would have

called each and every parent/guardian of the children who have been identified.

R: Do you keep a record?

P: Yes. I do keep a record. I have a profile of each learner. I have a second dairy in

my office that lies on my desk and every meeting that I have with the parent I

record in the diary. I don't fall behind; I make it my business to keep it up to date.

At the end of every week I will check which parents I've seen for the past week. I

get the information typed and give them to the teachers and say that these are all

the children's parents I've seen for past term with info on dates, times and reason

for the interviews. The teachers then file this info in the learner's profile. This info

will give information to the teacher of the specific needs of the child and the

intervention needed.

R: Would you say then that you play the role of a principal counsellor and co­

ordinator ofthe SBST and what else?

P: You also have to be a good administrator. As a leader of the SBST you have to

have all your records up to date.

R: This question I often ask at other schools i.e. "How does the coordinator factor in

the time within the timetable to do SBST work?" How do you factor in time for the

ILST /SBST work?

P: I do it after hours. Most of my admin is done after hours because I believe that

during the day I need to serve the children.

R: If you were an ordinary teacher or in another school where you are the ILST

coordinator, how would you factor in the time.

P: You do need a bit of time. Perhaps an hour per week for admin work, meetings,

follows up on cases, record keeping etc.

R: This is the problem we face in many schools where coordinators are not given the

time to do ILST work such as meetings with parents.

P: That's true; they should be given time.

R: Can you tell me about the professional training that your SBST and teachers

received?

P: At the beginning of every term I've start the term with staff development. The

staff development at the beginning of every term serves as a motivational factor

for teachers. I try and get a person from the outside to do staff development and

cater for the needs of the teacher. The staff development that we have done for

this year is time management, how to take car of yourself so that you don't fall

apart and emotional intelligence. We've tried to do more emotional intelligence

training this year.

The majority of staff belongs to NAPTOSA and the NAPTOSA workshops are

available to all staff members and the staff goes to the training offered. We make

the bookings for the staff member. This is put in the schools diary and the

teacher's diaries and teachers are reminded form time to time about the

programme offered by NAPTOSA.

After teachers have been to the programme they give feedback at staff meetings

so that all can benefit from the training.

We belong to SAALED so we go to many of the SAALED programmes and

workshops. From time to time there are workshops from JPCCC (Johannesburg

Parent and Child Care Centre).

From the Johannesburg East District we did not have many workshops for the past

year.

R: Do your teachers have any training on IE (inclusive education) or the management

of the SBST.

P: Two of our teachers have completed the ACE course on Inclusive Education.

R: Is the ILST valued in the school?

P: Yes, very much so. The whole ethos of the school is the ethos of care. I make it

my duty to tell the teachers that their work is valued; that they do care; that they

do go the extra mile that they are doing something to solve the problem of our

children. I very often in my own special way show my appreciation.

So if you ask the parents why they bring their children to our school; they say that

they bring the children here because we care.

R: Since you mentioned this I would love to speak to a parent if you can arrange this.

P: Yes, we can.

R: What are some ofthe challenges that the ILST face?

P: I think that our biggest challenge is that when a child needs to be placed in a

remedial or special school, this does not happen. Because of the economic status

of the parent we cannot get the children to special schools. Transport and the

fees are a problem. One or 2 children who really need to be placed in a special

schools are not placed. Parents also have the belief that we can solve all the

problems at this school (laugh) probably we are to be blamed for this perception.

We do have children who need specialised help but we can't provide adequately

for them. That causes frustration because they are not being placed.

R: Do you have a long waiting list of parents who want to bring their children to your

school?

P: Yes we do.

R: Would you like to expand your school?

P: Many parents want us to expand the school to take them up to the high school

level. I personally would not like to expand to the high school level but wouldn't

mind expanding the primary school phase to one extra class per grade. We are

more like a family school; a community school.

R: What sort of role does reflection play in terms of the SBST?

P: In terms of the SBST it is very important. There is no clear cut answer for the role

of reflection for the SBST; the challenges are different in every school. Every year

at the end of the year and also at the beginning of the term the SBST members do

a reflection on what worked and what didn't work. As a coordinator I ask them

what did work or what did not work. We look at how many more cases we

handled; how many new cases the SBST has handled. We look at the

documentation and check whether they are user friendly enough or should we

make changes. W are looking at the whole SBST procedure and focus for 2010,

our approach will change for 2010. Reflection certainly works for both the

teacher and the children.

R: Besides the annual and term reflection, is the reflection a continuous process.

P: Yes, very much so. Teachers do it all the time. Reflection comes naturally to our

teachers; it is a key factor. We don't do it formally but in many instances teachers

would walk into my office and say that this or that child is still not doing well and I

don't think this is working. So reflection is not a formal process but it is part of

the ethos of our school to reflect on our practice.

R: I reflect quite often while I'm in the shower.

P: The best reflection time for me is while I'm driving from Kempton to the School

every morning. I leave home early in the morning and this is a quiet time I find to

reflect. Also I don't often sleep a lot; I'm not a good sleeper. So in the nights I

reflect a lot.

R: So you have very few hours of sleep then.

P: Yes

R: You know some research has been done on the value of reflection as a structured

process.

P: Yes, I think teachers would benefit from doing reflection in a structured process.

In our school it is a continuous process because it is part of the value system of

our school to reflect. I think that in many schools teachers don't engage in this

process. Maybe if teachers are trained and developed on how to reflect, it should

be a good thing.

R: So you say training in reflection can help the teachers.

P: I think teachers need to do it individually and make it part of their internal system.

I think reflection can also help the teachers in self care. If teachers do not take

care of themselves they would not be able to help their learners.

R: Thank you very much; this was a very interesting experience for me. I am learning

all the time.

P: Thank you.

INTERVIEW WITH LEARNER

R: My name, Juggie Perumal. I am from the Department of Education. I am a

speaking today because I want to find out about your school. I am doing research.

The research is on SBST. I am researching how the SBST assists learners. The

principal choose you because she felt that you can give me information on how

you received help. You need to feel relaxed. If you don't understand the question

you can ask me to explain. If you don't want to talk about anything just say so and

this is okay. If you don't want to continue with this interview it is also okay.

L: That's okay I understand.

R: Do you understand what the SBST is? Can you tell me what the SBST is?

L: Someone from the team can help you if you are having problems at home or

having learning difficulty. They can also ask someone from the outside to help

children with problems. The Team can also get specialised people to help you to

solve problems.

R: Very good.

R: What Grade are you in?

L: Grade 7

R: How long have you been in the school?

L: I've been in the school since I was 7 years old.

R: What's your impression of the school?

L: It is a very good school. It is very disciplined, we learn about values. It's got grade

head teachers; teachers that help you in many ways. I think it's a very nice school.

R: What support do you get from your teachers or the members of the SBST when

you experience difficulties?

L: The support I received form the teachers is that they always tell me to keep my

head up and not let anything get you down. They do counselling with me.

R: Who did the counselling?

L: Michelle, the counsellor did the counselling.

R: How did you find the counselling?

L: The principal got the counsellor for me.

R: Did the counselling help?

L: Yes, it did help

R: Explain how you felt before the counselling and how you felt after the counselling.

L: Before I went for counselling I felt afraid of my problems. After I went for

counselling I knew how to solve problems, if I'm angry how to just calm myself

down. We learnt about drawing pictures, talking about the pictures and explaining

the pictures.

R: Can you explain to me a little bit about the problems you were experiencing.

L: It was actually personal problems like (I injured myself) things with my sister,

things with my parents, things like that.

R: How did the problem make you feel?

L: It made me very scared. It made me very violent and very moody.

R: When you say violent what do you mean?

L: Fighting when kids touch me.

R: When you say moody what do you mean by that?

l: I become upset, never liking to talk.

R: After counselling how are you now?

L: I'm fine now. I'm very positive about myself. My grades are becoming higher.

L: I'm doing well in school now.

R: When you were upset and moody how was your work then?

L: I used to do very badly but now I'm doing very well.

R: How did you fare in the June exams?

L: I got 62% which was my overall average. First term was 44 then I dropped to 37

and I now improved it to 62.

R: Great, that's lovely I'm glad to hear that you made such good progress.

R: What do you hope to do next year?

l: I want to keep up my aggregate. I don't want to fail again. I want to concentrate

on my studies next year.

P: What did you particularly like about the SBST? Any specific thing you like about

the teachers or counsellor.

l: The teachers are very helpful. You can always tell them you don't understand and

they will explain. In other schools teachers are not so helpful; they don't care if

you don't understand. They just tell it's not my problem if you don't understand.

R: Besides learning in the classroom how else do they help you?

l: You can go to the principal and tell her your problems or go to one of the teachers

and they will try and help you with it.

R: Are they not too busy to help?

l: Some times they are and you have to understand especially at the end of the term

they are very busy. At other times they always have time for us.

R: If you were to pick on what you like best of the teachers or counsellor what would

you say.

l: The principal always does nice things for us. On Fridays the whole school has

lunch together. All of us eat together.

The teachers always have time for us. They always ready to teach. The counsellors

always help you to figure out ways to help you, ways that you don't expect or

even think about. They will explain to you ways and how to solve problems.

R: In terms of the way they relate to you what can you say about that.

l: I'll say that they are very good because teachers should not get to close to the

learners. learners can sometimes advantage when teachers get too close. Our

teachers in this school have very good relationships with us. We don't take

advantage of our teachers. That is how my relationship with the teachers is. We

have lot of respect for our teachers and they respect us.

R: Is there any thing that you disliked on how you were being helped.

l: No Sir, everything has gone well for these seven years that I was here.

R: when did the problems come about?

l: The problems started last year. last Year I did do counselling. I stopped

counselling during the first term this year. The problems started when I started

understanding what was going on.

R: Is there any suggestion that you can give to the teachers in the SBST; suggestions

that can improve the SBST?

L: The relationship should stay like you are the teacher and I am the learner. The

respect should always be there. If teachers are unfair then there will be no

respect. If you respect teachers then teachers respect you. The same with your

parents, you should respect them. The relationship with our teachers should stay

as it is.

R: I there any thing else you want to tell me about the school or the learners.

Learners at our school are well behaved. They wear their school uniforms. We

have wonderful teachers. Teachers are always helping. The principal is very nice.

They are like our mothers at school. They always help you with stuff.

R: How do you know that this school is better than other schools? Explain.

L: It is because I have lots of friends form different schools. We start talking about

our schools and that's I get to know what's happening in other schools.

In our school we have lunch on Fridays and there is also a feeding scheme for

children that do not have food. Others schools do not care. When some one is

hungry they can tell the teacher and you can go to the lunch and get a slice of

bread or something.

R: So you say that this school is a caring school.

L: Yes

R: If you were to talk to somebody about this school how would you describe this

school?

L: I would describe this school as a very caring school.

R: How are you going to feel when you leave this school?

L: I am going to miss this school a lot. I will cry. There were many grade 7s in the past

would cry. They would go and tell their teachers how much they will miss them.

R: Thank you so much for sharing you experiences with me. You have given me very

valuable information.

INTRVIEW WITH TEACHER

R: Good day. Thank you for your time and for allowing me the interview. Since you

already know the background to my study I will go straight into the questions.

Please feel relaxed and feel free to stop me at any time to clarify issues and if the

questions need explanations.

How long are you in this school?

T: I am here six years now.

P: What grade do you teach?

I teach Grade 1.

P: Have you always taught in the foundation phase?

T: Yes, always taught Grade 1.

P: I notice that a child brought a diary for you to see. I also see children taking diaries

to the principal's office. What are the diaries for?

T: The diaries are used for messages for children to take home. This is a major

means of communication between the teachers and parents and the principal and

the parents. At the moment our phone lines are down and these diaries play an

important part in communication. Children also write their daily homework in

their diaries.

P: Is this a real diary and who buys the diaries?

T: It is part of the stationery that the learners have to buy.

R: A very good idea. It is also teaching children to use diaries.

R: Let's get back to some ofthe questions. What is your understanding of IE?

T: I think in South Africa that every school has inclusive education because of the

diversity in this country. Language difference alone can be regarded as inclusivity.

We have in emotional problems, social problems that affect the learner and the

teacher having to deal with that is inclusivity. Some people think that on including

disabilities like the physical disability is IE. But they forget about the other

problems that the learners experience.

R: Do you have learners in your class that have learning difficulties/problems?

T: I suppose I can say yes but I don't think I am qualified enough to identify learning

problems. I can say that there are learners that are slow but the other learning

difficulties I cannot label or identify as such. I have kids who could not speak a

word of English and this could be mistaken as a learning problem. I don't think I

am qualified enough to identify learning problems. All I do is try to fill the gap or

help the learner in some way do learn.

P: I don't mean identify barriers as a psychologist or medical personnel. I mean as a

teacher when you do your curriculum assessment are you picking up learners who

are having difficulties?

T: Yes. A large percentage in my class seems to have some sort of learning problems

-children who are not meeting the assessment standard.

R: As a teacher what do you do thereafter when you detect this learning difficulty?

T: There are a number of different things depending on the problem. If you feel that

there is a social or emotional problem usually the teacher will go to the principal

(coordinator of SBST) and discuss the problem; parent will be called in so that we

can further investigate. If a child needs counselling or other therapy the children

can go to a therapist or go to the counsellor. There would be group therapy where

kids work together. When we find that there are not external factors affecting the

academic foundation of the learner; the learner is struggling them the learner will

join an additional support class in the afternoon where the teachers work with a

smaller group and give them individual attention. We give them extra support.

We try different methods or techniques until the groups connect.

R: So are you a member of the SBST?

T: Yes. I am. I am also a grade head and the group heads all interact with the SMT.

When it comes to making the decision on the counselling and outside support the

SBST get involved in the decision making.

R: What are the functions of the SBST?

T: To identify the problem areas, which is why the grade heads are important. They

also help to find solutions to the problems i.e. to see whether the learner needs

outside assessment or counselling, to see whether she needs an assessment

whether we need to call someone in to help the learner with other skills;

especially to identify the problems and to find solution for these problems.

R: How do you go about identifying and tackling the problem as you mentioned?

T: Basically the teacher observes the child in class and discusses these observations

with the SBST. Parents are called in to discuss the problem. Parents also give

further information. The parent is part of the decision making in working out the

intervention programme. The meeting with the parent would include the teacher

or subject teacher and the principal (co-ordinator of SBST).

R: Thereafter what happens?

T: Thereafter we implement the interview programme, whether it is counselling,

extra work, additional classes; it will depend on what the problem is.

R: So the decision making is done during the parent meeting.

T: Yes.

P: What expertise or skills should an SBST member have?

T: I'd say that the teacher should have some years of experience in working with the

children. The teacher should go on basic counselling courses to know how to deal

with learners; often we don't necessarly know how to intervene. The teacher

should have some expertise on how to identify problem areas. To be

compassionate enough. The teacher should be able to take action - often it

happens that a teacher would see a problem but will take no action

R: Okay what are some of the functions of the SBST?

• To find the right intervention.

• To solving the problem.

• Network with counsellors; our SMT for example have networked with SAALED;

so they have resources to people who can help us. We are involved with the

Sophia town Counselling group.

• The management have done a lot in networking with organisations so that we

can get the support that is needed.

• The Lions Club has helped us with the feeding scheme. Some children are very

poor in this school and this helps enormously. Our principal is excellent in

networking with the right people. She has developed the support system for

these children.

• I don't know whether it is a function of the SBST but in this school the SBST

has developed this network so that children can get that support.

R: Okay you spoke about your principal as playing a major role in the SBST; explain

that further.

T: It's not necessary as in many schools for the principal to be part of the SBST;

because of her personality, she is so passionate about the SBST. She said to the

children last week that her purpose here is to help. She knows every child's name.

She knows the children's situations and she keeps such great records. If you go to

her with a problem that a child is having, she will say she knows about it and she

will give you details and reasons without even looking at the records. She has such

good understanding of the children. With the fact that she comes from a different

background (she is white). She has such a good understanding of the children.

She keeps such good records of the children, because she networks so well she

brings in the support. She is the one who really brings the SBST together. She has

great knowledge of the children's condition e.g. home background; some children

are very poor. She is a good leader.

R: Did you receive any training on SBST management?

T: No. We didn't have specific training, but we did go for basic counselling course.

In dealing with the functions of the SBST we went for courses such as the

NAPTOSA courses.

R: In terms of training did you get any training from the Department of Education?

T: No. Some of us have had some training on IE but I did not have. The teachers who

went on training share this knowledge with us.

R: So this is more like the cascade model, the teachers who are trained come back

and train the other teachers.

T: No, it's not like training, it is more a feedback.

R: Do you find the feedback assisting you?

T: Yes, very helpful. They always share the material; and when the problems arise

they will refer you to these materials.

P: How many cases do you handle per month?

T: It's difficult to say. Some get more cases at the beginning of the year and the

beginning of the term. The cases vary in numbers.

R: What resources do you have within the school to support the learners?

T: Within the school we have counsellors who come in. We have group counselling

and also one-on-one counselling with some children. There are counsellors who

come from the outside or a University on a voluntary basis. We also have intern

counsellors. We don't have anyone in our staff that does counselling. All our

support we get through networking like the Johannesburg Parent and Children

Counselling Centre. Our principal also has a good relationship with the police

captain from the local police station. We have a link with SAALED. Our HOD and

Principal serve on the Board of SAALED; we have links with the right people. We

also have the GDE feeding scheme to help us with the feeding of the children

every day. The teachers do the additional support in the afternoons. We also do

Brain Gym in the mornings with school.

R: Take me through the Brain Gym programme.

T: One of our teachers has done the Brain Gym Course. Brain Gym is exercises that

stimulate the brain. The teacher also went to a course called mind moves that is

similar to Brain Gym. It's really about getting the two sides of the brain working

together. We seem to have good results from those exercises, especially in

reading. We spend about 5 minutes every day with the whole school doing the

exercise.

R: Explain the expertise that you have within the school.

T: Our Grade 7 teacher who makes teaching resources for us is also good at art

therapy. He does art therapy with them. He has been on art therapy course. We

have teachers assist in our Grade 1 class who help with the French. We have

additional reading classes. There is one Teacher who does additional reading

classes with the children.

R: What support do you get from the SMT?

T: The networking helps us a lot. The SMT also buys resources for us like literature.

We have such an open door policy in our school. The management always share

their skills and knowledge from whatever training or courses they attend. The

SMT builds on the teachers self esteem and also the children self esteem. These

people are here 24/7. They are here on weekends. They are not here just for

academic reasons. This is part of the values system; they get things done. They are

just inspirational to us. They make you feel that you have a right to be here. We

have days when they cook for the whole school and feed every one. They build

that feeling of unity within the school. They lead by example.

R: How is the team spirit within the school?

T: I think that the team sprit is very good. I think what brings us down sometimes is

when we see the children's problems, when we see the poverty. We feel so much

for the kids. We want to give them so much. When we feel down we create our

own support. The Management Team constantly fundraise to give the children

some of their needs. We send food parcels home. Some teachers go to Makro and

bring bulk food parcels. Teachers make contacts for donations. Our principal has

given talks at various places for donations and funds come into the school.

Generally the team work and the team spirit is there. It's emotionally exhausting

some times and we as a team can become low spirited.

R: Do you think that teachers sometimes need to be re energised by getting some

therapy.

T: Yes I think so. If there was an SBST for the teachers, I think you will hear some

heavy problems.

R: Is the SBST valued in the school?

T: Yes the children, teachers and parents value the work done by the SBST. Very

often when the parent comes out of counselling they are very appreciative and

compliment the school for the help. I would say the SBST is very valued in the

school.

R: Do you think that teachers need more counselling courses?

T: Yes. We deal with so much of problems I think that teachers need that expertise,

for example, we find it difficult to deal with cases of abuse. The more we learn the

better.

R: Do teachers in the school have any special training in learning support?

T: I don't know but I think that the in-service courses we have had helped the

teachers in remedial teaching. We have one teacher who is good and makes

teaching aids. He helps us and this is shared with all the teachers.

R: You spoke about personality characteristics, what personality characteristics

should an SBST member have?

T: I think that one should be conscious and be aware of how learning is affected by

other factors. I think that one should be compassionate. If you are not

compassionate you are not going to be bothered about the child and will not take

action.

R: What are some of the challenges that the SBST face?

T: Shortage of resources. There are so many cases; the therapists are over worked.

Sometimes the counsellors have to do group counselling because there is not

enough time. I feel some of these children require individual counselling. The

therapist is not here all the time; she comes in about twice a month. When

problems arise, you have to wait for the therapist and sometimes this is a problem

for the child. It is exhausting to work with so much diversity. The teachers also

need some support; perhaps debriefing. Sometimes confidentially is a problem. I

think discussions in the SBST should not be discussed with other teachers.

R: Do you engage in the reflective process?

Yes, for e.g. when we do reflection often we have to report on what we've done

and what support we've been giving. In our meeting as well we look at what

helped and what did not help. We also get reports from the therapist and this

goes into the child's profile. We discuss what interventions should continue and

what should discontinue.

R: Do you find any value in the reflection?

T: Yes it is valuable. We have to see what works and what didn't. Every term we

meet to discuss the cases. This helps us in the learning process so that we can

improve. When the teacher comes with a problem we take out the learners

profile and see what intervention was done. So recording our reflections is

important. This supports the next teacher's intervention.

R: Thank you for your time. You have given me very valuable information. I know

teachers are always busy.

T: You're welcome. Good luck with your research.

APPENDIX 2

ETHICAL CLEARANCE LETTER

UNIVERSITY --OF--

JOHANNESBURG

ETHICAL CLEARANCE

Dear Mrs J Fourie and J Perumal

Ethical Clearance Number: 245/20/07/2009

Re: Ethical Approval for

Keystone characteristics of an institutional level support team in a school in Gauteng, South Africa

The F AEC has decided to

provisionally approve the proposal with recommended chan es

recommend revision and resubmission of the ro osal

Sincerely, _. .. ,

f/1 ·"1

I! --;· ;/ . /.V II ! ·~·

~)/11J c.--

Professor B. Smit

Decision marked X

Chair: FACULTY ACADEMIC ETHICS COMMITIEE

X

APPENDIX 3

INFORMED CONSENT LETTERS

UNIVERSITY OF JOHANNESBURG

Faculty of Education

Department of Educational Psychology

42 Ninth Road Bramley Gardens

Johannesburg,2090 Tel. No. 0117869386

19 March 2009

Name of Parent Address

Dear Sir/Madam

Permission to Conduct Research

I am currently completing my Masters Degree in Educational Psychology. One of the requirements ot the degree is the completion ot a mini-dissertation. Your son/daughter has been selected as a participant in my fieldwork. My research focuses on the Intuitional Level Support Team (ILST) at the school. Your son/daughter will be interviewed to gather information about the ILST. My fieldwork will involve the following:

• interviewir~g Te;Khers

• interviewi::g !earners

• Observing rr;;~etings of ;he llST

• Studying n!cords of the ILST

• Tape recording and v:deotaping of interviews, selected events and proceedings.

I assure you that all the information gathered at the school will be treated with the strictest ot confidence. The name ot the school or the names ot participants ot the research will not appear on the report. Pseudonyms will be used it necessary. All field notes and recordings will be destroyed within two years ot the research. During the member checking process participants will be given the opportunity to read the reports. No participant will be compelled to participate in the research process and participants are at liberty to withdraw from the research it they so desire.

On the successful completion ot the degree the final copy will be published as a dissertation. Attached herewith is my declaration ot confidentiality. Please sign the attached letter ot consent.

Thanking you tor your cooperation.

Dr. J. Perum.al Intern Education I Psychologist

MAIN CAMPUS I Cnr Kmgsw~y and Un1vers1ty Rood Auckland Park PO Box 524 Auckland Park 20J61 Tel +27 11 559 2637j www UJ.uC.Z<>

·.·.·.:··.: .. : .. ::c .. ::·' :;::::•·o:·:··.;C·: · .. ,··.o:: 1.:'• ... ·'·· ., .... , ,...._,, .. ·' ..... ·.·. ::::: :·:-:·:: :' ... , .............. ·.,· .. :c:j :,,.·_.·,•.·· , .. ,,· ... ·,·::····:;:

Mrs. J. Fourie Educational Psychologist & Lecturer PS 0058378

. ···.. . :::;i~~~;~t:· .. ::·: ; ::· :/:~~ .... ==: .. ·';~_ ... ':=_ .. '~; .... ==· ... '~:_.·': __ ::. ___ ,·. __ ,·_ .• ·_.=· .. ·'.·'· .. ·' .. =· .. = .. =·,".·, _:,·.'.··,::· .. ··-:::~\f~tti~J~~.r.·.~.[ ~-·:=:: ..

·.;::;::-:: .::l:::-·

UNIVERSITY --OF--

JOHANNESBURG JOHANNESI:!U~G

APPENDIX4

DECLARATION OF CONFIDENTIALITY

~.·· 42 Ninth Road Bramley Gardens

Johannesburg, 2090 Tel. No. 0117869386

19 March 2009

UNIVERSITY OF JOHANNESBURG

Faculty of Education

Department of Educational Psychology

DECLARATION OF CONFIDENTIALITY TO WHOM IT MAY CONCERN

I, the undersigned, Jaganathan Perumal, hereby declare that all information collected for my research will be treated with the strictest of confidence and that no personal information or names will be disclosed to any person. I also declare that I will abide by the ethics of the University of Johannesburg, the Health Professional Council of So';!!.tl Africa and the Professional Board of Psychology.

r I 0 ~ ,, ~ A-- . ., _, ) Signed at 'J ltl.\.h "-'..Yt.Tc.A.(Q (place) this day of :5- 'l'l - ~01 . (date)

~ignature

Dr. J. erumal lntar Educational Psychologist

Witness Name:

Signature

\(. f

MAIN CAMPUS I Cnr Kmgsw~y and Universtty Ro~d Actckland Park

PO Box 524 Auckland Park 20J61 T<el +27 11 559 26371 www '.IJ.~C.la ,··-" :. ;:.,.,, .. , .... _, < . .,, .. "''·"' I-'' ... -:.- _,_,-,.-, :-··_,-:.- : .. ,_-,-_. :: .. - :·::::'

.. _ .. _. ,-,-:: .. _, ' ' ·,·.-.,· .. ;c: i :,,.-_ .. ,._ .. -:·:_: ,- -.. -.-, .. -.. ,.;

Signature

Mrs J. Fourie Educational Psychologist & Lecturer PS 0058378

UNIVERSITY --OF--

JOHANNESBURG JOHANNESt3UI-{G

APPENDIX 5

SCHOOL NEWSLETTER

NEWSLETTER Newsletter 30 of 2009 14 - 23 September

1. FROM THE PRINCIPAL'S DESK

L ______ __..l· _ FOR YOU ..... WOMAN _

Just because no one has been fortunate enough to realize what a gold mine you are, doesn't mean you shine any less. Just because no one has been smart enough to figure out that you can't be topped, doesn't stop you from being the best. Just because no one has made this race worthwhile, doesn't give you permission to stop running.

Just because no one has realized how much of a woman you are, doesn't mean they can affect your femininity. Just because no one has shown up who can love you on y~ur level, doesn't mean you have to sink to theirs.

Just because you deserve the very best there is, doesn't mean that life is always fair. Just because God is still preparing your king, doesn't mean that you're not already a queen. Just because your situation doesn't seem to be progressing right now, doesn't mean you need to change a thing.

Keep shining, Keep running, Keeping hoping, Keep praying, Keep being exactly what you are already: ....

2. LIFE SKILL 7 + 8: 7. DISAGREEING APPROPRIATELY:

• Look at the person. • Use a pleasant voice. • Say "I understand how you feel". • Tell why you feel differently. • Give a reason. • Listen to the person.

NEWSLETTER 2

8. GIVING CRITICISM: • Look at the person. • Stay calm. Use a pleasant voice. • Say something positive or "I understand." • Describe exactly what you are criticizing. • Tell why this is a problem. • Listen to the person. Be polite.

3. VALUES: Love and Integrity.

4. FROM THE EDUCATORS:

I TEACHING YOUR CHILD TO READ

14 - 23 September

I Listening for the first sounds in words is an important step in learning to connect language and reading. Jflhat you 'II need: • Magazines or catalogues with pictures of objects children know. Jflhat to do: • Have your child choose a magazine or catalogue. Invite your child to go

on a make-believe shopping trip. Tell your child you will make believe you are shopping for things in the magazine. Have your child close his or her eyes. Point to an object on the page. Then have your child open his or her eyes. Ask "What are you going to buy?" If your child says, "A hat," ask, "What sound does hat start with?" Then say, "Good. Hat starts with the sound h."

• Repeat the steps, with each of you taking a turn shopping for something and then naming the first sound of the word that describes it.

Hearing and saying the parts of words help prepare children to learn to read. What you 'II need: • A list of words with two parts, like baseball, raincoat, sunshine and motorcycle. Jflhat to do: • Sit beside your child. Tell the child that you will say a word and then you

will leave off part of the word. Ask your child to tell you what part you left off.

For example, tell the child, "Let's say sunshine without sun; what part is left? That's right, shine." Repeat this activity with another word: "Let's say motorcycle without motor; what part is left? That's right, cycle." "Now you try it. Say 'manhole' without man."

• As your child learns this game, try leaving off the last part of words (manhole without hole is man; motorcycle without cycle is motor).

NEWSLETTER 3 14 - 23 September

Each sound in a word is important. To help your child begin to read, practice this game of listening and naming each sound in a word. What you'll need: • Pictures of objects that are familiar to your child, cut from magazines or

newspapers. The names of the objects should have three sounds such as s-u-n, m-a-n, d-o-g, c-a-t, p-i-g, and c-o-w.

What to do: • Sit across from your child at a small table or on the floor. Put the pictures

face down in the middle of the table.

Tell your child, "Let's play a game called 1-2-3. You pick a picture. When I hold you one finger, you say the first sound of the word describing the picture. When I hold up two fingers, tell me the next sound. When I hold up three fingers, tell me the last sound."

"Let me show you how." Select a picture and say the word, for example, sun. Hold up one finger and say s. Hold up two fingers and say u. Hold up three fingers and say n. "The sounds in sun are s-u-n."

"Now, you try it." Your child picks a picture and names the picture. "Good, that is a dog. Tell me the sounds in dog." Hold up one finger for the d. Then, hold up two fingers for the o. Then, hold up three fingers for the g. "Good, the sound in dog are d-o-g".

5. IMPORTANTDATES: Monday 14 September: • Cross Country meeting at Linksfield Golf Course. Wednesday 16 September: • 13:00 GDE Retention meeting -t SMT to attend. • 14:00 Athletics meeting at Reddam. • 16:00 GBF SGB Training at • Grade 3 Literacy Celebration at School Thursday 17 September: • 18:00 SGB meeting. Friday 18 September: • Re-registration forms for 2010 to be returned to school • Grade 7 Entrepreneurs Day.

l

NEWSLETTER Tel:

Newsletter 23 of 2009 27- 31 July

1. FROM THE PRINCIPAL'S DESK

STRESS A lecturer when explaining stress management to an audience, raised a glass of water and asked 'How heavy is this glass of water?' Answers called out ranged from 20g to SOOg.

The lecturer replied, 'The absolute weight doesn't matter. It depends on how long you try to hold it. If I hold it for a minute, that's not a problem. If I hold it for an hour, I'll have an ache in my right arm. Ifl hold it for a day, you'll have to call an ambulance. In each case, it's the same weight, but the longer I hold it, the heavier it becomes.'

He continued, 'And that's the way it is with stress management. If we carry our burdens all the time, sooner or later, as the burden becomes increasingly heavy, we won't be able to carry on.' 'As with the glass of water, you have to put it down for a while and rest before holding it again. When we're refreshed, we can carry on with the burden.' 'So, before you return home tonight, put the burden of work down. Don't carry it home ... You can pick it up tomorrow. Whatever burdens you're carrying now, let them down for a moment if you can.'

So, my friend, put down anything that may be a burden to you right now. Don't pick it up again until after you've rested a while.

Here are some great ways of dealing with the burdens of life: • Accept that some days you're the pigeon, and some days you're the statue. • Always keep your words soft and sweet, just in case you have to eat them. • Drive carefully. It's not only cars that can be "Recalled" by their maker. • If you can't be kind, at least have the decency to be vague. • If you lend someone R20 and never see that person again, it was probably

worth it. • It may be that your sole purpose in life is simply to be kind to others. • Never put both feet in your mouth at the same time, because then you won't

have a leg to stand on. • Nobody cares if you can't dance well. Just get up and dance. • Since it's the early worm that gets eaten by the bird, sleep late. • The second mouse gets the cheese. • When everything's coming your way, you're in the wrong lane. • Birthdays are good for you. The more you have, the longer you live. • Some mistakes are too much fun to only make once. • A truly happy person is one who can enjoy the scenery on a detour.

NEWSLETTER 2

2. LIFE SKILL 1: FOLLOWING INSTRUCTIONS: • Look at the person. • Say 4'0K". • Do what you have been asked, right away. • Check back.

3. VALUE: Respect.

4. FROM THE EDUCATORS:

TIME TO LAUGH!!!!!

A G~LI>.X'( OF BRIC:H'T \DE,..S.

I'IOIDRY Of Ml ~L£.PIIANT.

LO<iiC Of A COMPUTER.

UL'TAA· SUISI'T\1/E. SON"R EI'.RS. WITM NOISE FILTER.

CRY51"\.· ClEA!I CO IIIMUNIC .. 'T\Oil S.'iSTEM , EFf'E.CiiVE W\'TI-4 CIIILOREN, P._R£.N1S AI<D C.OLLI'.-"GUES ALII< E..

3c;,o• E'(E· &\C.IIT T~,._, CAN 51'-E POSITIVES BEFORE NEG1>.1:1VE5.

/R~-'( 8 -~·410c!P•t"""·'~~~~- ~

f\EALTHV WI-IOLE.SOIIIE SEilSE OF HUMOUR Wll'H NO TR,O.C£. OF S"RC"-SM RM.ISM OR R\0\C.ULE..

27-31July

from: Winkler, G: All children can learn

5. IMPORTANT DATES: Monday 27 July: • Extra murals to commence. (See extra mural timetable attached). • HOD meeting with Principal. Tuesday 28 July: • Systemic Evaluation Report meeting at • Grade 4 Parents meeting.

~EWSLETTER 3 27-31 July

Friday 30 July: • NAPTOSA Principal's Conference. Saturday 01 August: • NAPTOSA Principal's Conference.

6. REMINDERS: • Photocopies for research projects can be made by learners in the Library

at Rl,SO a page. • Grade 6 Adventure Leadership Camp : R600,00 per learner ~

28 - 30 October 2009. • Our coin collection continues ~SOc I Rl I R2 IRS.

Well done! to grade lL for collecting the most coins during term 2. PLEASE support this fundraising initiative.

• New applicants to must urgently collect application forms re more space will be available. An original birth certificate must be presented when application forms are being collected.

• Thank you very much for all resource that has been sent to school this year. We have collected enough materials now and will collect again next year.

APPENDIX 6

WRITINGS ON EDUCATION IN HUMAN

VALUES

BY PUPILS

1Ate vcrlues arc the bctmtrfol mchdp tf a sdn§ tkd coi1S!ant/p plaps in the car tflffo @ t:iriPc. Ctl'ducs arc lt7 me sdmcthing-@ prap JPtU walk hand in hand JPtth me tiU detrth tid m part. O?ducs arc what haw~ me inlt7 the ntagn!fi~Z~~t sClllplllrc @ tml.

~Pfff since mp intrMuctzi1n lt7 the values @ ltt.:wc n(JJJ(Jf" had an ta:pcncnce withtJIII a vtdue dr vtduos fk71JPing- inld mp tltduglrtf tmd pinpdinting- whether t7r ndt what @ tfl1l

ddill§ is trgtfiltfl mp v~ @ cdltt mp Ctl'a-ktc crdflfcicnce which CIISllftJS tkd@ tm1 lfiiiking- the kYt dccisti1m.

O?ducs arc me in trll wapr imaginable: As prccidm a:r mp bt1dp As !twing- a:r mp heart

As unihit§ a:r mp lrantif skdrc As rcspcctfil a:r mp Kltffdf

As ldlcrant a:r mp a:ctidn tf t:fiJCtJ/J!aJtce As undcrstandtitg- a:r mp brtrin, and

As pcaafUI a:r mp titncr sc!f

CX!aWtu arc lilrc mp jtmmtc chtlcd/atc, itrtJSistiblc addictiPc tmd J#lling; but there is nd price tilldclttJd lt7 il 0r! tdmff arc the lrcp lt7 indescribtibh happtitd!f JPtthtit and dnce tkd is J#lkd the scamd du/almc is a pna!&s expcrtence if)i:Jp and happtitd!f tit !'d"' l!fo @n t7rdcr lt7 knt7W hdw chtlcdlatc !aJltli; pt'U w §dt lt7 t7jXm up the wrapper and cat what tt Cdfltains and _ftmJr staintitg-P'"' tdnguo, ilf_jurtlilrc valuos- pt'U haw li1 tJjJCII up p1ur heart tmd a-ccept the vti!udr and thcp wiU rcmcnit ltJchJd fi§ht JPttf.!it ?JU.

@jthcrc is dnc thing; @can't let. valudJ §tJ, that is lilrc hlhitg §d tf wltd @am. @ Cti/1 't let §d tf wltd @am. @ tm1 a valued vcdutW/c.

My o/aCues to me is fiX§, a 6ira witft a 6ea~

Only seven wfien I enteru{ Obs (jins' Primary Scfwo{ as a stranger, aruf a{{ of a suaaen we fiave a new PrincipaC- Mrs van aer Westfiuizen. fJJy trying to figure out wfiat is going on, our new principaC introauces sometfring oaa - a 'o/aCue System". Over tfie years we grew witli tliis system tliat taugfit us to be caring individuals. LO'liE - lias sfwwn me to accept otfiers to care for tfiemseCves as I wouCi myself. 1-lOJ{WJ!Y- lias guiiea me on tfie patli to try my best aruf refrain from lying. v_g..{_'lYF/RSIYI!J{_f}JI9{fj- my favourite, tfris vaCue lias taugfit me to accept circumstances ani to unc!erstaruf it to tnaf(f, it a gooa situation. CJ'OL'E!I(!ll9{CE - is anotfier vaCue tliat pCays a fiuge roCe, for it sfiows me to accept peopCe ana tfieir ways of Cife ani to see not tfie baa 6ut kine! tliings tliat tliey io for me. P'E!l{S'£11£9(!ll9{CE - is tfie va{ue I say tlianf(you to every time I acfiitve my goa,C for it you give up ana c£on 't persevere, you won't readi tliat goaC. 'l('FSP'ECI- tfie one vaCue tfiat will takg. me tlirougfi a journey my wfwCe Cife. I liave Ceamt tliat if you give respect you earn it ani tliat's wfien I feeC proud. PI'ECE- is to Cive in liamwny witli everyone. Wlien troubCe come.s, tliats wlien tliey test me anc! vaCues lieCp me to stay strong, for if I cruncli it up into a baCC ana bounce it, tliat 6a{[ of vaCues wi£{ bounce liigfier every time.

fJJejore I /(p.ew tfie vaCues, I was in a compCete{y c!arf( worCa wfiere I ((p_ew none of tliese tfiings ana was 6CinifoUec!, as I grew ana as I grow t~e vaCues will open ioors for me if I use tfiem aruf takg. tfiem witli me wfierever I go, my Cife wi{[ sfiine so 6riglit.

Jls I write tliis piece, I am tlianlfu~ gratefuC for tliis spar{( tliat you liave Ciglitec!, Mrs van aer Westliuizen. 'for if it is one tliing I wiCC not feave 6eliini in Primary Sclioo~ it is tfie vaCues ani I can fieCp otfiers by tipping tfiem by secret of tfie vaCues.

5l saying goes ((LittCe tfiings makg. a 6ig aifference ".

IJJiis vaCues to me, is Cikg. a 6in{ witfi a 6eaf( tliat cannot get rid of it.

APPENDIX 7

ILST QUARTERLY REPORTS

TERM 3:2009

SBST Co-ordinator:

FP Phase Co-ordinator:

IP Phase Co-ordinator:

Grade Co-ordinators: Grade one two three four five six seven

\

13 January

14 January

15 January

31 January

5 February

11 - 13 February

28 March

Staff Conference 2009: . Expectations for children -

Foundation Phase meeting: . Reading training -

lnterSen Phase meeting: . Technology drawings -

SAALED workshop: . School failure in adolescents . The defiant adolescent and effective

discipline . Cutting disorders and teen suicide

NAPTOSA workshop: . The Silent Grief

IACESA conference-Creative and cognitive development of children (See attached programme)

SAALED workshop: . Supporting students with disabilities

in mainstream schools - The Need to provide pertinent information - Collaborative Planning - Shared Agreement on Goals and Expectations - Classroom and School Based Supports - Classroom Assistants

- 2-

26 January Termly SBST meeting with all staff members.

29 January ESS meeting at Me Weiler Primary

2 February Grade 7 SBST meeting

9 February Grade 6 SBST meeting

24 February Grade 4 SBST meeting

25 February Grade 5 SBST meeting

2 March Grade 3 SBST meeting

9 March Grade 2 SBST meeting

16 March Grade 1 SBST meeting

See minutes attached

- 1 -

20 July

3 August

4 August

5 August

11 August

12 August

13 August

Termly SBST meeting with all staff members.

Grade 1 SBST meeting - retentions

Grade 2 SBST meeting - retentions

Grade 3 SBST meeting - retentions

Grade 4 SBST meeting - retentions

Grade 5 SBST meeting - retentions

Grade 6 SBST meetidg - retentions •

See SBST minutes - page 4. ,.

- 1-

20 July Staff development - Characteristics of a

nurturing school

21 July CMAS presentation - Improving mental mathematics

22 July InterSen Phase meeting - Examination moderation

feedback

23 July Foundation Phase meeting - GDE Numeracy workshop feedback - GDE Handwriting development

31 July NAPTOSA Principal's Conference -Social Welfare Issues

Tinka Labuschagne

5 August NAPTOSA workshop 12 August - The Inclusive Classroom 26 August

11 August NAPTOSA workshop - Improving concentration - 25 August NAPTOSA workshop

2 September - Basic Counselling Skills 8 September

28 August NAPTOSA workshop 29 August -Mind Moves

10 September NAPTOSA workshop - Assessment

- 2-

••••••addressed all parents I guardians from learners be possibly retained at the end of 2009. The retention procedure was

explained:

l. Parents I guardians received an academic progress letter every term informing them that their child is at risk of possibly being retained.

2. Parents I guardians have also been called in for several meetings either by the class teacher, principal or at parents evening to inform them of the academic difficulties faced by their children.

3. Various notes regarding class I homework have also been sent home in learners' diaries.

4. Test I examination results have been given to parents in writing.

5. Assessment task results are being filled in on Teacher Assessment Plans in learner portfolio's.

6. It was explained that the school is expected to inform the GDE in September of which learners will possibly be retained.

7. It was also explained that the final decision regarding retention will only be made at the end of the year after all assessment tasks have been completed.

8. It was emphasised that not much time was left and that parents I guardians will have to work very hard at home too, assisting their children to improve academically.

9. Parents I guardians were requested to sign the attached letter acknowledging that they have been informed of the current academic performance of their children and the fact that they could possibly be retained.

10. Parents I guardians were given the opportunity to respond to the possible retention of their learners. The majority of parents I guardians wanted to know how they could assist their children.

-4-

• Overcoming language barriers

• Assessment

• Retention dates

• Intervention time

-• Learning barrier

-5-

large number of immigrant learners speaking French I Lingala as Home Language.

due to financial constraints parents are unable to have learners assessed. Parents

do not belong to medical aid.

incorrect dates were given for the presentation of retention documentation. Educators were placed under unnecessary pressure.

Monday afternoons have been set aside for additional support to learners with barriers. Many learners do not attend due to transport challenges. Several additional support classes had to be cancelled because of educators attending meetings.

Educators not trained to deal with the severity of some learning barriers.

APPENDIX 8

ACKNOWLEDGEMENT OF

LANGUAGE EDITING

Acknowledgment of Language Editing

I have edited the following dissertation to academic standards of

English:

EXPLORING KEYSTONE CHARACTERISTICS OF AN INSTITUTIONAL LEVEL SUPPORT TEAM IN A SCHOOL IN GAUTENG SOUTH AFRICA

by

JAGANATHANPERUMAL

Date: Saturday, August 28, 2010

Andrew Graham (BA, MA, PhD) Keele University

Former Managing Editor of lSI Accredited Journal

011 465 6724 073 469 5014