District based support team professional preparation in supporting the implementation of inclusive education in schools : the case of Gauteng Province in South Africa
Year: 2019
Type: dissertation
Abstract: This study explored the professional preparation of District Based Support Teams in supporting the implementation of inclusive education in a sample of schools in the Gauteng Province of South Africa. It was a qualitative study and a phenomenological design. Twenty participants who were members of a DBST from two selected districts in different regions participated in the study. In-depth individual interviews and focus group interviews were used to collect data. Interviews were recorded verbatim. Phenomenological analysis was used to analyse data, forming themes and sub-themes. Findings revealed inconsistencies around professional preparation of DBST members in supporting the implementation of inclusive education. Most participants indicated that the professional preparation they received did not adequately prepare them to support the implementation of inclusive education. These participants, however, displayed a positive attitude towards the implementation of inclusive education in schools. Some of them indicated that, instead, they felt more prepared to become subject specialists for different subjects and to be able to support learners in ordinary schools. Participants who reported that they received adequate specialised training in inclusive education and in learning support or remedial education felt that they were well prepared to support the implementation of inclusive education. They said that, as a result of the training they received, they were able to identify and use the curriculum to cater for learners coming from diverse backgrounds and bringing different learning styles. Such findings suggested that DBST members understand their role in supporting the implementation of inclusive education in schools. Furthermore, the findings revealed that DBST members use various strategies to support the implementation of inclusive education, such as cluster workshops, cluster meetings and on-site support. The findings also revealed the strategies that can enhance professional preparation of DBST members in supporting the implementation of inclusive education in schools. Based on these findings, recommendations for strategies that can be used to enhance professional preparation of DBST members and recommendations for future research are presented.
Author: Rhulani Gilbert Mabaso
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3010796201