Investigating School-Based Support Teams' Roles in Supporting Children With Cerebral Palsy During the National Lockdown

Advances in Educational Marketing, Administration, and Leadership Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-7168-2.ch009

N. S. Thuketana

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Abstract

The demand for mainstream South African schools to adopt inclusive education research recommendations is rising exponentially. The COVID-19 pandemic effects compound curriculum access difficulties for children with cerebral palsy. In addition, the COVID-19 virus emergence exposed longstanding home-schooling endangerments. As part of a larger study, this chapter is a sequel to a qualitative, descriptive multiple case study interviewing 15 teachers from three schools, three coordinators of the school-based support teams, and the district-based support team coordinators in Limpopo Province. The study drew from Bronfenbrenner's ecological systems, Piaget's cognitive development, and Vygotsky's sociocultural theories to investigate stakeholders' understanding of inclusive education. During the lockdown period, follow-up online interviews with the school-based support team (SBST) identified a continuous fragmentation of IE stakeholders' responsibilities. They recommended a community of practice (CoP) approach that advocated expediting the implementation of recommendations.

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调查校本支持小组在国家封锁期间支持脑瘫儿童中的作用

南非主流学校采用全纳教育研究建议的需求呈指数级增长。COVID-19大流行对脑瘫儿童的课程获取造成了复合困难。此外，COVID-19病毒的出现暴露了长期存在的家庭教育危害。作为一项更大规模研究的一部分，本章是一项定性、描述性多案例研究的续集，该研究采访了来自林波波省三所学校的15名教师、三名校本支持小组协调员和三名地区支持小组协调员。本研究借鉴了布朗芬布伦纳的生态系统理论、皮亚杰的认知发展理论和维果茨基的社会文化理论，考察了利益相关者对全纳教育的理解。在封锁期间，对校本支持团队(SBST)的后续在线访谈发现，IE利益相关者的责任持续分散。他们建议采用一种提倡加快执行建议的实践共同体(CoP)方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Advances in Educational Marketing, Administration, and Leadership

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