Full-service Schools Research Articles

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.

Evaluating the Socioecological Classroom in Full-Service Schools: A Whole-School Approach to the Inclusive Education Context in South Africa

This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of disability. The importance of addressing multiple layers of influence is emphasised to create a supportive and inclusive learning environment. First, Bronfenbrenner’s Ecological Systems Theory, which emphatically explains how a learner’s development is influenced by the systems in the environment that surrounds them, and then Foucault’s Theory of Power and Knowledge, in which power and knowledge are interconnected and inseparable, with power being exercised through the creation and control of knowledge, guided this study. A qualitative approach was adopted, and semi-structured interviews, focus group discussions and non-participant observation were used to collect data. Phenomenological analysis was used to analyse the data from these data-collecting instruments. It was found that learners with disabilities need support at home, with imbalances being found in the power–knowledge relations between teachers and parents, and teachers occupying a superior position regarding academic knowledge. Some teachers still believe in the Medical-Deficit Model. A strengths-based approach should rather be adopted. Strategies for enhancing community–school collaboration that balances teacher–parent power dynamics should be explored.

South African Teachers’ Application of Inclusive Education Policies and Their Impact on Learners with Learning Disabilities: Implications for Teacher Education

Global inclusive education policies compel teachers worldwide to accommodate all learners in the teaching and learning environment, including learners with learning disabilities. This study aimed to investigate the application of inclusive education policies in South African mainstream educational institutions. The study further aimed to promote the acceptance and recognition of all learners with disabilities. The study employed a qualitative research approach and phenomenological design. In-depth interviews were used to generate the data, which were further transcribed and analyzed thematically. Ten teachers from five different mainstream schools were purposively selected to participate in the study. The findings revealed that South African teachers have adequate theoretical knowledge regarding inclusive education policies, with limited self-efficacy to apply such knowledge in inclusive teaching and learning environments. The study suggests the re-enforcement of the application of inclusive education policies through collaboration between special schools as resource centers, inclusive full-service schools, and mainstream educational institutions. The study argues that there should be continuous professional development for teachers in the field of inclusive education. The study’s findings will serve as a springboard for future research surrounding the same topic and to conscientize educational practitioners on the need to accommodate learners with learning disabilities in mainstream educational institutions.

The voice of a group of teachers in full-service schools in South Africa.

Full-service schools (FSSs) were introduced into the South African school system as part of the movement towards inclusive education. The authors of this article embarked on a study to obtain the opinions and feelings of a group of teachers about FSSs and inclusive education. Thus, the 'voice' of these teachers could be heard. The research followed a qualitative approach using group discussions and classroom observations. Triangulation was used to verify information. The data revealed that the teacher participants had definite opinions and feelings about inclusive education in FSSs and their classroom experiences also came to light. The themes arising from the research are the teachers' opinions about teaching in FSSs, support from the school and the school management, discipline in the schools, teaching methods, language issues, religion and parent involvement. It is clear that the specific needs of teachers whose schools were transformed into FSSs will have to be attended to. The teachers are the ones who have to apply inclusive education in their classrooms, and it is essential that teachers' teaching and personal needs in full-service classrooms are addressed. The article contributes to a better understanding of the teachers' important role in FSSs and the problems experienced by the teachers. This aligns with the ethos of inclusive education and human rights included in the scope of the journal.

COVID-19 impact on support services in South African full-service schools: Views of support structures

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.

The Disproportional Support That Affects the Implementation of Inclusive Education in Full-Service Schools of Limpopo Province

This paper reports on the disproportional support that affects the implementation of inclusive education in full-service schools of Limpopo Province. The study followed a qualitative case study research methodology. Sixteen teachers and eight Heads of Departments were recruited through purposive sampling. Data were collected using interviews. Creswell’s model of thematic analysis was used to analyse data. Four findings emerged from the data: lack of communalism, a missing link, the ignored purpose, and lack of interdependence, which resulted in the disproportional support that affected the implementation of inclusive education in full-service schools. Recommendations that may help to restore the balance of support offered for the implementation of inclusive education in full-service schools have been made.

The voice of a group of teachers in full-service schools in South Africa

The voice of a group of teachers in full-service schools in South Africa

Learner support for reading problems in Grade 3 in full-service schools in the Gauteng province

In South Africa, the issue of learning to read is an area of concern. While studies have focused on reading problems in the Foundation Phase, little is known about this issue in full-service schools. In light of this, the aim of this study was to explore how Grade 3 teachers supported learners who experienced reading problems in full-service schools. Vygotsky’s sociocultural theory was used to understand the meaning-making of Grade 3 teachers in the context of reading. This qualitative study with a case study design was conducted in 3 full-service schools in the Tshwane North district in the Gauteng province. Participants included 6 learner-support teachers and 11 Grade 3 class teachers. Data were produced using semi-structured interviews. The findings show that the methods of reading and modes of working to support learners are complex, varied, and largely teacher-driven. This set of circumstances highlight the need for co-construction of reading with learners and the addressing of specific barriers to learning to read. This was somewhat evident among the specialist teachers but not sufficiently robust. This study raises questions for professional development for reading problems in the Foundation Phase.

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

IntroductionTeachers’ sense of self-efficacy has been identified by research as a key factor in the successful implementation of inclusive education. This article reports on disabling factors in South Africa that are reportedly influencing inclusive Full-Service school (FSS) teachers’ sense of self-efficacy to implement inclusive education successfully.MethodologyA qualitative study, using semi-structured individual and group interviews as well as collages, was employed.ResultsThe findings revealed that the disabling factors included internal and external factors. Internal factors comprised a lack of knowledge and skills, including a lack of self-confidence, FSS teachers seeing themselves as a barrier, and physical and psychological problems. External factors were also identified. They are ineffective implementation of inclusive education, inadequate training, incompetent education department officials and managers, a lack of support from the education department, curriculum constraints, as well as disabling factors within the school system. Negative media perceptions were also mentioned.ConclusionIt was concluded that it is important for the basic and higher education departments of education to be aware of the identified disabling factors and purposefully attempt to improve the external factors, while ensuring that FSS teachers’ capabilities are developed and sustained in in-service and pre-service teacher education. This could contribute to developing and improving their sense of self-efficacy.

The growing movement to create full-service community schools: A conversation with Mavis Sanders and Claudia Galindo

Claudia Gallindo and Mavis Sanders describe what they’ve learned from their research about how full-service community schools connect with families and communities. These schools acknowledge that students have needs that go beyond that need and attempt to address those needs and serve as a hub for the community. The current movement goes beyond providing services to include community members in their decision making. They discuss examples of what specific schools are doing and some of the challenges they face.

Difficulties in teaching Grade 3 learners with reading problems in full-service schools in South Africa.

BackgroundMany primary school learners in South Africa, including those in so-called full-service schools (FSSs), are reading below their grade level.ObjectivesThe authors of this article embarked on a study to find out what difficulties a group of Grade 3 teachers in full-service school faced to support their young custodians with reading problems.MethodsThe research followed a qualitative approach using semi-structured interviews and classroom observation.ResultsThe data showed that the reading problems experienced by some Grade 3 learners can be attributed to the multiple levels of the education system. On the macro system as set out by Bronfenbrenner’s ecological systems theory where the government and provincial departments operate, the first issue was the national department’s progression policy which allows Grade 2 learners to progress to Grade 3 without the required reading competency. The second issue was a lack of enough readers and overcrowding in classrooms. Problems on the microsystem included aspects such as the language of learning and teaching; learners’ reading skills and attitudes towards reading; teachers’ lack of knowledge about diverse learning needs and parental support.ConclusionIt is envisaged that the study will contribute to an understanding of the teachers’ difficulties in teaching reading so that the Grade 3 learners’ reading problems especially those in FSSs could be dealt with through combined efforts of all the stakeholders in the education system.

Community schooling for whom? Black families, anti-blackness and resources in community schools

ABSTRACT The philosophy of full-service community schools (FSCS) is increasingly infused into the ethos of schools across the nation in Black and Brown communities with purported goals to engage families and address the multifaceted disparities they experience in schools and communities. Limited research explores the experiences of Black families within contemporary FSCSs. This qualitative critical case study centers the perspectives of parents, district and school staff, and community partners and highlights how the disregard of and inequitable resource access persist for Black families.

Factors promoting academic credit attainment in an urban full-service community school initiative

Students who attend alternative high schools are considered at risk of not graduating. To graduate from high school, students need to obtain the appropriate number of credits. In this study, factors related to the attainment of credit by students in an alternative school during 2015–2019 were examined. Five factors had an effect on the number of credits students in the alternative school earned: the duration of students’ active enrollment, participation in service programs, ongoing participation in service programs, student attendance rate, and home language. However, behavioral referrals, gender, race, ethnicity, and grade level had no effect on credit attainment. Implications for alternative high school policies and practice are also discussed.

It's Just the Wilson Way: Investigating the Extended Impact of an Elementary Full-Service Community School Initiative on Middle School STEM-Related Outcomes

This study investigated the sustained impact from elementary fullservice community school programming on middle school STEM academic outcomes that could lead to greater college and career readiness, as well as increased STEM career options for underserved urban students. Quantitative findings suggest middle school youth who attended an elementary full-service community school performed better on middle school STEM outcomes and were predicted to be more prepared to graduate and enter a STEM-related field than a matched comparison of peers who did not. Qualitative results explain differences. Two meta-inferences, informal facilitation of STEM and sustained fullservice community school impact, frame the discussion.

The transition of learners to classes for learners with special educational needs from the perspective of the learners, teachers and parents

The researchers investigate how learners with barriers to learning experience the transition to classes for learners with special educational needs. The research was conducted at a full-service school in Potchefstroom, North West province, South Africa. Interviews were conducted with current and former teachers as well as the parents of selected participants who were learners in special educational needs (LSEN) classes at the school. Focus group interviews were held with each of the groups of learners. The findings of the study could be divided into intrapersonal factors (emotional development; group pressure; self-image and self-confidence; a feeling of loss; a transition that was traumatic, filled with stress and aggression; level of security; and the inability to hold his or her own in situations) and interpersonal factors (low social skills, the loss of friends, the loss of social status and the feeling that the transition was merely a temporary measure). We concluded that, based on the social and psychological effects of the transition between LSEN- and mainstream classes, teachers and parents need to make better informed decisions about the transition of learners.

Developing a framework for inclusion: a case of a full-service school in South Africa

South Africa has adopted a policy on inclusive education through which White Paper 6 (2001) became the roadmap for implementation. One hundred and sixty-four (164) full-service schools were established to provide education to diverse learners. The extent to which these schools practise inclusion has not been well documented. This critical participatory action research (PAR) study was therefore aimed at exploring the development (if necessary) of an inclusion framework for full-service schools. PAR was adopted as a design through which 12 teachers and 15 learners at a full-service school in Johannesburg East District were engaged in action research over a 6-month period, entailing observations, interviewing and focus group meetings. The inductive content analysis of data has resulted in an inclusive teaching framework modelled on Booth and Ainscow’s Inclusive Education Index (2002), to address the identified key pillars of inclusive teaching for diverse classes in a full-service school context.

Investigating the effectiveness of institutional‐level support teams at full‐service schools in South Africa

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.

Utilising PRA to develop a postgraduate qualification in visual impairment studies

This article reports on the study that focused on the utilisation of a Participatory Reflection and Action (PRA) methodology in order to develop a postgraduate qualification in visual impairment studies. The broader project aims to create ways in which learners with visual impairment can be included in South African schools. In lieu of this, it has therefore come to our attention that teachers of these learners in full service schools (FSS) and special needs schools may require appropriate education and training so as to effectively work with learners with visual impairment. For our exploration, we followed a case study design and utilised PRA approach as the main data generation source in the five provinces that were involved in the study. The sample involved 255 teachers in full service and special needs schools and 50 expert stakeholders in the field of visual impairment. To most teachers, being involved in PRA-based workshops was somewhat new, thus, our study found that teachers have varying views in terms of them (teachers) being part of PRA-based workshops. Although most of them commend the process of these workshops, others feel that there could be an opportunity for improvement.

Unincorporated Health: Understanding Residents’ Perspectives on Factors Impacting Their Health and Emergent Place-Based Solutions

ABSTRACT Increased mortality rates and decreased life expectancy in the United States are associated with rurality, even after adjusting for poverty. In unincorporated rural communities, high population density may compound the negative health impact of the upstream factors associated with rurality, yet little is known about how this context contributes to residents’ health. We conducted nine focus groups with youth and adults from March–July 2017 in two Texas unincorporated rural communities. Using ecosocial theory and applied thematic analysis for focus groups, we investigated social, political, and historical factors that affect health. We identified two primary themes: upstream barriers to community health and K-12 schools as facilitators of community health. K-12 schools, and full-service community schools, in particular, may have an important role in closing the rural-urban health gap, even in the context of structural constraints associated with unincorporated rural status.

Cultural Diversity and Its Influence on Role Players in a Full-Service School in Soshanguve: A Wellness Perspective

Abstract The purpose of the study was to explore the role cultural diversity plays in a Full-Service School in Soshanguve by means of a wellness perspective lens. The phenomenon at hand was the way that cultural diversity influences role players within a Full-Service School. The study was underpinned by three theories, namely Hettler’s Wellness Theory, Cultural-Historical Activity Theory and Ubuntu to generate a comprehensive insight into the role of cultural diversity on role players within a Full-Service School in Soshanguve. The study was premised on a qualitative philosophy using an interpretive paradigm, an ethnographic case study and using various qualitative methods of data collection, analysis and interpretation of data. Only one school participated in this research study as the goal of this research study was understanding the phenomenon from the participants’ perspective. The study employed a purposive sampling approach to select diary entries from educators who participated in the semi-structured interviews. Data collection and analysis were precise as the data was collected and transcribed as soon as it was recorded. The researcher consequently decided to use thematic analysis to draw on the theoretical framework of this study. Thematic analysis refers to the identification of themes and patterns of meaning throughout the data in correlation to the research question. Thus, the researcher analysed content by coding specific themes as directed by the research project’s theoretical framework. Among the findings was that role players identified that cultural diversity influences the wellness dimensions holistically. One of the recommendations is to establish a cultural awareness model in collaboration with the community within a Full-service school.