The provision of learning support in mainstream schools: a South African perspective on learning support advisors’ roles, experiences, and challenges.

Authors

DOI:

https://doi.org/10.17159/h0j2hc53

Keywords:

Learning Support, Learning Support Advisors (LSAs), Barriers to Learning, Experiences, Inclusive Education

Abstract

Inclusive education (IE) is transforming global education by integrating, supporting, and empowering learners facing barriers while challenging educators to enhance their skills. In South Africa, understanding White Paper 6 and the Screening, Identification, Assessment, and Support (SIAS) Policy is critical for implementing effective support structures that foster academic success. Learning support advisors (LSAs) play a key role in bridging traditional learning methods and the social model approach to support learners with educational barriers. This study qualitatively examines the experiences, challenges, and roles of LSAs in public mainstream schools in the Western Cape, South Africa. Using purposive sampling, semi-structured interviews were conducted and field notes collected from selected advisors. Thematic analysis identified key themes, including assessment accommodations for learners with specific barriers, monitoring of interventions, professional development, and challenges. Findings highlighted both the support LSAs provided and the challenges they experienced in providing learning support.

Author Biographies

  • Faith Johnson,, University of the Western Cape

    Faith Johnson is a primary school teacher with 20 years of experience in an underprivileged school community in the Foundation Phase and 13 years in the Intersen Phase. She is passionate about helping learners to grow and overcome their learning challenges. Her approach is on empowering learners to become independent thinkers and enjoyment of learning.

  • Charlene Erasmus, University of the Western Cape

    Prof Charlene Erasmus completed a BA Human Ecology at the University of the Western Cape (1984). This was followed by BA Honours Human Ecology (UWC, 1989), MPhil (Education, UWC, 1994) followed by a PhD (Human Ecology) at the University of the Western Cape (2008). Her field of interest is early childhood development, families, households and their interaction with society. She has taught various modules and supervised students both at an undergraduate and postgraduate level.

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26-05-2025

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Vol. 20 No. 1 (2025): The Independent Journal of Teaching and Learning (IJTL)

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Johnson, F., & Erasmus, C. (2025). The provision of learning support in mainstream schools: a South African perspective on learning support advisors’ roles, experiences, and challenges. The Independent Journal of Teaching and Learning, 20(1), 115-137. https://doi.org/10.17159/h0j2hc53

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