The role of the school-based support team (sbst) in two primary schools in the Cape metropole
| dc.contributor.advisor | Moodley, Trevor | |
| dc.contributor.author | Agulhas, Caroline | |
| dc.date.accessioned | 2022-03-17T07:32:29Z | |
| dc.date.accessioned | 2024-04-15T08:01:03Z | |
| dc.date.available | 2022-03-17T07:32:29Z | |
| dc.date.available | 2024-04-15T08:01:03Z | |
| dc.date.issued | 2021 | |
| dc.description | Magister Educationis - MEd | en_US |
| dc.description.abstract | The primary South African policy document on Inclusive Education, Education White Paper 6 (EWP 6) (DoE, 2001), states that all children can learn, and they should be supported and assured of equal and equitable education. EWP 6 further states that all educational systems should be transformed to accommodate all learners in mainstream schools and proposes the establishment of support teams at school level. The main function of the School-based Support Teams (SBSTs) in all schools is to assist teachers to effectively provide support to all learners experiencing learning barriers. This qualitative research study explored the role of the School-based support team (SBST) in two primary schools in the Cape Metropole. Purposive sampling was used and the sample size was nine participants. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/10614 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | School-based support team | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Cape metropole | en_US |
| dc.subject | Unsatisfactory parental involvement | en_US |
| dc.title | The role of the school-based support team (sbst) in two primary schools in the Cape metropole | en_US |