Introduction
In the evolving landscape of South African education, learning support plays a pivotal role in promoting equity, inclusion and academic success for all learners. Rooted in the constitutional right to basic education, learning support addresses learning barriers that may prevent learners from achieving their full potential—whether due to cognitive, emotional, physical or environmental factors.
This article explores the context, frameworks, implementation and challenges of learning support within South African schools, while highlighting practical strategies for educators, therapists, educational psychologists and stakeholders working with learning problems.
1. The Legislative and Policy Framework
South Africa has made substantial efforts to adopt an inclusive education system. Key policies that underpin learning support include:
1.1. White Paper 6: Special Needs Education (2001)
White Paper 6 is the foundational policy document that introduced the move toward inclusive education, emphasising the need to accommodate all learners, particularly those who experience learning barriers, concentration difficulties (ADHD) and developmental delays.
1.2. The Screening, Identification, Assessment and Support (SIAS) Policy (2014)
The SIAS Policy provides a structured process for identifying and supporting learners who require additional academic, psychosocial or medical assistance. It is a critical tool used by School-Based Support Teams (SBSTs) and District-Based Support Teams (DBSTs) to ensure early intervention and planning to assist learners with special education needs (LSEN).
1.3. Constitution of South Africa
Section 29 of the Constitution guarantees every child the right to basic education, forming the ethical and legal basis for inclusive, differentiated and remedial support.
2. The Purpose of Learning Support
Learning support refers to educational strategies and services designed to help learners overcome barriers to academic progress. This includes:
- Academic support (e.g., literacy and numeracy interventions)
- Therapeutic support (e.g., speech therapy, occupational therapy or counselling)
- Exam accommodations (e.g., extra time, assistive technology)
- Remediation (targeted teaching to address learning backlogs)
The ultimate goal is to ensure that each learner can access and participate in learning on an equitable basis.
3. Types of Barriers to Learning
Barriers to learning in the South African context are multifaceted, including:
- Intrinsic barriers (e.g., learning disabilities, developmental delays, sensory impairments)
- Extrinsic barriers (e.g., poverty, trauma, language of instruction, overcrowded classrooms)
- Systemic barriers (e.g., inadequate training, lack of resources, poor infrastructure)
Understanding these learning barriers is essential for tailoring effective learning support strategies.
4. Learning Support Structures in Schools
4.1. School-Based Support Teams (SBSTs)
Each school is expected to establish an SBST—a multidisciplinary team (teachers, therapists, social workers, educational psychologists) responsible for:
- Identifying learners at risk
- Designing support programs
- Referring to external services
- Collaborating with parents and caregivers
4.2. District-Based Support Teams (DBSTs)
DBSTs operate at district level, providing specialist support, conducting assessments and assisting schools in implementing inclusive education principles.
4.3. Full-Service and Special Schools
Full-service schools provide inclusive support within mainstream settings, while special schools offer intensive, individualised support for learners with high support needs.
5. Learning Support in Practice
5.1. Early Identification and Intervention
The earlier support is provided, the better the outcomes. Tools such as baseline assessments, continuous observation and standardised psycho-educational assessment (e.g., WIAT-III, JSAIS) help identify specific learning needs.
5.2. Differentiated Instruction
Teachers are encouraged to adapt content, processes and assessment methods to meet individual learner needs—this includes using visual aids, breaking tasks into steps and varying teaching strategies.
5.3. Individual Support Plans (ISPs)
For learners with moderate support needs, an ISP is developed in consultation with parents and support personnel, outlining:
- Areas of need
- Intervention goals
- Support strategies
- Review timelines
5.4. Multidisciplinary Collaboration
Effective learning support often requires collaboration between educators, therapists, psychologists and caregivers. Interdisciplinary teamwork ensures holistic support addressing academic, emotional and social aspects.
6. Challenges and Gaps
Despite policy strides, many systemic and practical challenges remain:
- Overburdened teachers and large class sizes hinder individual attention.
- Shortage of trained learning support specialists (e.g., educational psychologists, remedial therapists).
- Inconsistent implementation of SIAS and ISPs across schools.
- Resource constraints, particularly in rural and underfunded areas.
Additionally, stigma around learning difficulties continues to affect disclosure and parental collaboration.
7. Recommendations for Strengthening Learning Support
- Teacher Training: Enhance pre-service and in-service training in inclusive education and remedial strategies.
- Parent Engagement: Equip caregivers with knowledge and tools to support learning at home.
- Data-Driven Interventions: Use formal and informal assessment data to guide support strategies and monitor progress.
- Investment in Therapists and Support Services: Prioritise funding and deployment of multidisciplinary teams.
- Policy Enforcement: Monitor and evaluate implementation of SIAS and inclusive education standards regularly.
8. Remedial Schools as Resource Centres
In South Africa’s inclusive education framework, remedial schools—also referred to as special needs or resource schools—play a critical dual role. Not only do they provide specialised, intensive educational intervention for learners with specific learning difficulties, but they also act as resource centres for mainstream schools in their surrounding districts.
8.1. What Are Remedial/Resource Schools?
Remedial schools are specialised institutions that cater to learners who experience barriers to learning that cannot be adequately addressed in mainstream classrooms. These learners often require smaller class sizes, tailored curricula, therapeutic input and modified assessment strategies such as exam accommodations or concessions. Examples of remedial schools in Gauteng are Prospectus Novus School, Delta Park School, Lantern School and School of Achievement.
Such schools cater primarily to learners with:
- Specific learning disorders (e.g., dyslexia, dyscalculia, dysgraphia)
- Developmental delays
- ADHD or other neurodevelopmental conditions such as autism
- Mild intellectual disabilities or working memory difficulties
8.2. Role as Resource Centres
In line with the principles of White Paper 6 and the SIAS Policy, remedial schools are expected to extend their support beyond enrolled learners. As resource centres, they serve the broader educational community via their district office by:
- Providing outreach support to nearby mainstream schools
- Offering teacher training workshops and consultations
- Sharing therapeutic expertise (e.g., occupational therapists, speech-language therapists)
- Helping to develop and review Individual Support Plans (ISPs)
- Conducting assessments and referrals for learners at risk in mainstream settings
- Lending assistive devices or learning materials
8.3. Collaboration with District-Based Support Teams (DBSTs)
Remedial schools typically work in partnership with DBSTs, offering a level of expertise and support not always available at mainstream sites. This collaboration enhances:
- Capacity-building in under-resourced schools
- Inclusive education advocacy
- Seamless referral and reintegration of learners between remedial and mainstream settings where appropriate
8.4. Benefits and Impact
- Mainstream teachers gain access to specialist knowledge and practical tools such as exam accommodations or concessions
- Learners can often receive early intervention without needing full-time placement in a remedial school
- Promotes the inclusive education mandate by preventing over-reliance on special school placements
- Builds a more equitable and sustainable support network within districts
8.5. Challenges
Despite their importance, remedial schools as resource centres face several constraints:
- Limited staff capacity to provide both on-site teaching and off-site support
- Geographic disparities in access—urban areas may have multiple centres while rural areas have few or none
- Insufficient funding to expand outreach programmes
- Lack of awareness among mainstream schools about the support services available
Conclusion
Learning support is a cornerstone of inclusive education in South Africa, offering the scaffolding many learners need to succeed academically and personally. While progress has been made, bridging the gap between policy and practice remains a priority. By fostering early intervention, collaboration and adaptability, educators and stakeholders can ensure that every learner is empowered to reach their full potential.
Learning support in South Africa is strengthened through a multi-tiered support system that includes SBSTs, DBSTs, and remedial schools functioning as resource centres. These schools bridge the gap between specialised and mainstream education, helping to ensure that all learners—regardless of ability or background—receive the support they need to thrive. As the country continues its journey toward inclusion, empowering remedial schools to fulfil their outreach mandate will be critical in building a responsive, equitable and collaborative education system. For more information on learning support in South Africa, click here to view the website of Elizabeth Bezuidenhout, a seasoned educational psychologist and wellness practitioner based on the West Rand, on the border of Roodepoort and Krugersdorp.