Alhoewel die begrip inklusiewe onderwys en opleiding verwys na 'n relatief nuwe sisteem in Suid-Afrika, vorm dit 'n integrale deel van die breër onderwysondersteuningstelsel. Die skoolondersteuningspan verskaf ondersteuning aan sowel leerders met leer- en ontwikkelingshindernisse as aan onderwysers en ouers/versorgers, binne die skoolverband en spesifieke leeromgewings. Hierdie studie het die doeltreffendheid van die skoolondersteuningspan in vyf primêre hoofstroomskole in die Wes-Kaap, op grond van bepaalde kriteria, ondersoek. Data is ingesamel deur middel van gestruktureerde vraelyste, individuele en fokusgroeponderhoude, veldnotas en die ontleding van toepaslike dokumentasie. Elf kriteria is ontwerp om gesamentlik as 'n evalueringsinstrument te dien. Die doeltreffendheid van die vyf skoolondersteuningspanne is vervolgens geëvalueer en volgens 'n konseptuele raamwerk in bepaalde kategorieë geplaas. Daar is bevind dat die vyf skoolondersteuningspanne op die meeste terreine redelik doeltreffend funksioneer. Ten opsigte van hul samestelling is al vyf spanne doeltreffend. Op die terreine wat betref oriëntering en opleiding van spanlede, onderwysers en ouers/versorgers van die leerders met leer- en ontwikkelingshindernisse, funksioneer al vyf spanne egter ondoeltreffend. Verdere navorsing wat betref ondersteuningsisteme in inklusiewe skole word aanbeveel.
Inclusive education and training is a relatively new system in South Africa, but forms an integral part of a more encompassing education support system. The school support system provides support for learners with learning and development barriers as well as for educators and parents/caretakers, within the school context and in specific learning environments. This study examines the effectiveness of the school-based support team in five primary mainstream schools in the Western Cape, South Africa, according to certain criteria. Information was gathered by means of structured questionnaires, individual and focus group interviews, field notes and the study of appropriate documents. Eleven criteria were designed to serve collectively as an evaluation instrument. The effectiveness of the five school-based support teams was subsequently assessed and placed in various categories according to a conceptual framework. It was found that the five teams function relatively effectively in most areas. The five teams are effective with regard to their composition. However, the teams function ineffectively concerning the orientation and training of the members, as well as of teachers and parents/caregivers of learners with learning and development barriers. Further research is recommended on support systems in inclusive schools
