As part of the continued efforts of the sector to advance the implementation of inclusive education, the Directorate: Inclusive Education hosted a Task Team working session to develop Standard Operating Procedures (SOPs) for establishing, operating and strengthening School- and District-Based Support Teams (SBSTs and DBSTs). The SOPs provide guidance, consistency and uniformity in implementing inclusive education for all schools, districts and Provincial Education Departments (PEDs) using SBSTs and DBSTs. The session took place at the DBE, Pretoria, from 24 – 26 June 2024. The Task Team working sessions have been extended for another 12 months. The sessions, over and above officials from the Directorate: Inclusive Education, include those from other line functions: Curriculum, Psychosocial Support, Early Childhood Development (ECD), and KwaZulu-Natal, Mpumalanga and North West PEDs, teacher unions and South African Disability Alliance (SADA) representatives.
Education White Paper 6 commits the sector to establishing SBSTs to identify and address learner, teacher and institutional needs, whilst the Policy on Screening, Identification, Assessment and Support (SIAS) indicates that the DBE must ensure the establishment of SBSTs and DBSTs. The Conceptual and Operational Guidelines for the Implementation of Inclusive Education: District-Based Support Teams guide the provision of integrated professional support services at the district level. The intention is to identify and address barriers and to promote effective learning and teaching at education institutions.
The SBST, led by school principals, aims to identify and develop strategies to address the needs of the school, teachers and learners. SBSTs can be structured in several ways depending on each school’s needs, size and context. The School Improvement Plan should incorporate the SBST plan to address support needs. On the other hand, the DBST must support education institutions, including early childhood development and enrolled special care centres, and schools to promote access to education. Types of support include classroom and organisational support for specialised learner and educator support, curricular and institutional development, management, governance and administrative support. An action-reflection approach is essential to continuously develop the attitudes, skills, and knowledge needed for effective support services. The designated District Director should act as the Chairperson of the DBST and provide leadership to and management of the support team.
PEDs must ensure that DBSTs meet regularly to plan, implement, monitor and evaluate activities. Moreover, PEDs must monitor and evaluate the effectiveness of DBSTs and identify strategies for feedback, review and continuous improvement.
The draft SOPs will be tabled at the Interprovincial Meeting on Inclusive Education on 11 July 2024. It is envisaged that the SOPs will be finalised before the end of the year.