Thabo Makhalemele

The 4 world-wide waves of the coronavirus disease (COVID-19) unsettled schooling, and the consequences were immeasurable as schools had to close and the eventual return to schools was staggered to reduce the possibility of infection. Due to the pandemic, the provision of support services was disrupted, and learners struggled to reach their academic goals and achieve success within their schools. Full-service schools are schools that are equipped to support learners who need a moderate level of support for their learning. In this article we explore the impact of the COVID-19 pandemic on the provision of learning support services in South African full-service schools. A qualitative approach was followed, and open-ended questionnaires and interviews generated data. Thirty teachers serving in the school-based support teams (SBSTs) from full-service schools and 12 district-based support team (DBSTs) officials from 3 South African provinces participated in this research. The findings indicate that challenges in rendering learner support during the COVID-19 pandemic in full-service schools, inadequate handling of the referral process, and insufficient capacitation for support services during COVID-19 restricted the efficiency of support services. We suggest learner support interventions be made to address the needs of learners experiencing challenges neglected during the pandemic as it created gaps in their learning.

This chapter aimed to explore the effects of Covid-19 on the assessment of learners in primary schools in Sedibeng District in South Africa. Using Vygotsky’s social constructivist theory as a lens, this qualitative study employed semi-structured interviews with 12 primary school teachers in Sedibeng District in South Africa. The purposive convenient sampling technique was used to select participants. Data were analysed using thematic data analysis. Among the findings of the study, teachers experienced challenges in administering assessments to learners due to learner absenteeism, lack of interpersonal communication due to social distancing and masking, and lack of resources to connect to remote learning. In addition, the study has shown that some teachers could not adjust to online learning due to a lack of expertise. It was further noted that teachers had difficulties monitoring online learning and offering education support services to struggling learners. Therefore, it is recommended that the government and district provide continuous support through workshops and training to prepare teachers for the digital world and improve their teaching skills. Assessment types should also be adjusted to meet the requirements of online learning. Finally, nurturing the well-being of teachers and learners should be prioritised.

The Covid-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.

The Covid-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.

The Covid-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.

The Covid-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.

In South Africa Education White Paper 6 introduced the establishment of Institutional‐Level Support Teams (ILST) at school level to support the learning and teaching process by identifying and addressing learner, teacher and institutional needs. The core priority of these teams is to implement properly co‐ordinated learner and teacher support services. This paper therefore explores the effectiveness of the ILSTs in providing support services at Full‐Service Schools (FSS). In this article the Rubin, Plovnick and Fry's GRPI model of team effectiveness (1977) was used to explore the effectiveness of the ILSTs in selected schools. By means of focus group interviews, data was generated from two strata, namely ILST members and district officials working directly with FSS. The study was a case study within a qualitative research design. Data was analysed using an inductive analytical framework and a group interpretive data analysis method. The results indicate some efficacy of support provision, but with numerous challenges regarding attention to the desired results, agreement on the standards and expectations, misunderstanding of the boundaries in which ILSTs operate, individual and shared responsibilities, conflict resolution, and effective methods for dealing with conflict.

Inclusive education has been phased in in South Africa since 2001, but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education – from School-based Support Teams to District-based Support Teams through to special and full-service schools, and how these could be reconceptualised to provide improved support to learners and teachers. Current research indicates that inclusive education is being implemented in varied and fragmented forms across the country, and the point of departure of this work is that education support services need to be improved and reconceptualised to ensure better support for inclusive education.

Inclusive education has been phased in in South Africa since 2001, but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education – from School-based Support Teams to District-based Support Teams through to special and full-service schools, and how these could be reconceptualised to provide improved support to learners and teachers. Current research indicates that inclusive education is being implemented in varied and fragmented forms across the country, and the point of departure of this work is that education support services need to be improved and reconceptualised to ensure better support for inclusive education.

Inclusive education has been phased in in South Africa since 2001, but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education – from School-based Support Teams to District-based Support Teams through to special and full-service schools, and how these could be reconceptualised to provide improved support to learners and teachers. Current research indicates that inclusive education is being implemented in varied and fragmented forms across the country, and the point of departure of this work is that education support services need to be improved and reconceptualised to ensure better support for inclusive education.