| dc.contributor.advisor | Moodley, Trevor | |
| dc.contributor.author | Agulhas, Caroline | |
| dc.date.accessioned | 2022-03-03T07:58:04Z | |
| dc.date.available | 2022-03-03T07:58:04Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://hdl.handle.net/11394/8791 | |
| dc.description | Magister Educationis - MEd | en_US |
| dc.description.abstract | The primary South African policy document on Inclusive Education, Education White Paper 6 (EWP 6) (DoE, 2001), states that all children can learn, and they should be supported and assured of equal and equitable education. EWP 6 further states that all educational systems should be transformed to accommodate all learners in mainstream schools and proposes the establishment of support teams at school level. The main function of the School-based Support Teams (SBSTs) in all schools is to assist teachers to effectively provide support to all learners experiencing learning barriers. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | University of Western Cape | en_US |
| dc.subject | School-based support team | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Cape Metropole | en_US |
| dc.subject | Equal education | en_US |
| dc.title | The role of the school-based support team (sbst) in two primary schools in the Cape Metropole | en_US |
| dc.rights.holder | University of Western Cape | en_US |
