Challenges experienced by district-based support teams in the execution of their functions in a specific South African province

Abstract

This article reports on the findings of an embedded mixed-method South African study that investigated the challenges experienced by District-Based Support Team (DBST) members in the sub-directorate of Inclusive Education of a South African province in the execution of their functions. A Likert-scale questionnaire and individual semi-structured interviews were used in the study. The findings showed that the participants experienced a variety of challenges in effectively executing their functions. These challenges included the ineffective integration of Special Schools as Resource Centres into the DBSTs, poor availability of infrastructure, equipment, human and physical resources, insufficient collaboration with the national department of education, a lack in adequate training of DBST members and an insufficient awareness of the role that they play in school communities.

Keywords:

• district-based support teams
• inclusive education
• South Africa
• education support services
• special schools as resource centres

Notes on contributors

Dr Thabo Makhalamele is a lecturer at the School of Education of North-West University, Vaal Triangle campus, specializing in Inclusive Education and Learner Support.

Prof. Mirna Nel is an associate professor at the School of Education of North-West University, Vaal Triangle campus and affiliated as researcher to the Optentia research focus area. She is the South African project leader of an international comparative research project between South Africa and Finland focusing on the role of the teacher within an inclusive education system. Her expertise is in inclusive education and learner support.