An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area

[摘要] Research indicates that the success of inclusive education lies within the provision of adequatesupport for learners who experience barriers to learning in mainstream schools as well as in thechanging roles of teachers and support services staff. In South Africa, the provincial Western CapeEducation Department (WCED) responded to the implementation of inclusive education byintroducing a learning support model that was designed to systemically deal with barriers tolearning in some primary schools in the province.The purpose of this study was to evaluate the learning support model that was introduced in someprimary schools in the Western Cape with specific reference to schools within the WestCoast/Winelands district. The evaluation was located in a comprehensive mixed methods researchdesign, which focused on the evaluation of both process and outcomes of the learning supportmodel.The evaluation was done sequentially in three phases: Phase one consisted of a comprehensiveliterature review. Phase two focused on both quantitative and qualitative data collection andanalysis (through questionnaires containing both closed- and open-ended questions). The focus inPhase three was on follow up semi-structured focus group interviews.The participants were drawn from all primary schools situated within the boundaries of the WestCoast/Winelands district and where the services of a learning support teacher (full-time or itinerant)were available. While learning support teachers were selected through purposive sampling,mainstream teachers were systematically selected. The four primary schools and learning supportteachers that participated in the focus group interviews were systematically selected.Findings indicate that the current learning support model used in the West Coast/Winelands areadoes not provide effective learning support to all learners experiencing barriers to learning inmainstream primary schools. Constraints that contribute to this situation can be identified on alllevels of the education system including the macro and micro systems. By mapping the findingsfrom the data against the literature review, the researcher recommends that the provision of learningsupport should be addressed systemically from within a whole-school approach, taking into accountlocal contextual factors impacting on the school.In conclusion a model for the improvement of learning support service delivery within a wholeschoolapproach is provided.

[发布机构] Stellenbosch University