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Assoc. Prof 

Govender, Sumeshni

Faculty: Faculty of Education
Department: Educational Foundations
ORCID: 0000-0002-6631-7639
Research Interest(s): Her areas of specialization include Childhood and Adolescent Behaviour, Inclusive and Special Needs Education, HIV and AIDS Education, and Global Coherence.
Active Research Project(s): She is leading an individual project on intervention strategies for students, parents, and teachers of learners with special learning needs using a transdisciplinary approach (2021–present). Additionally, she is involved in a faculty project in collaboration with VVOB, KIC, and other educational institutions.
Active Community Engagement: She is a member of the Health Professions Council of South Africa (HPCSA), the Psychological Society of South Africa (PsySSA), the Educational Psychology Association of South Africa (EPASSA), and Autism South Africa (AUTISMSA).
Biography: Associate Professor Sumeshni Govender holds a Master’s Degree in Educational Psychology and a Doctor of Philosophy (PhD) in Community Psychology. She is registered with the Health Professions Council of South Africa (HPCSA) as an Educational Psychologist. Professor Govender currently serves as a Senior Lecturer and Acting Director of the Child Guidance Clinic (CGC) in the Department of Educational Psychology and Special Education. She has been a member of the department for 13 years, with areas of specialization that include childhood and adolescent behaviour, inclusive and special needs education, HIV/AIDS, and global coherence. Professor Govender actively publishes scholarly articles, presents papers at academic conferences, and supervises Master’s and Doctoral research studies in her fields of expertise.
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20221
Subject: Barriers to learning ×
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    Primary school-based support teams’ experiences and practices when supporting teachers
    2022
     | Caddo Gap Press
    School-Based Support Teams play a key role in providing support to teachers and learners through early identification and intervention to learners experiencing barriers to learning. This study investigates School Based Support Teams experiences of the nature of support they provided to schools. An interpretivism paradigm, qualitative approach was adopted. A non-probability sampling method of purposive sampling was used to select participants from School-Based Support Team members from six public schools in King Cetshwayo District. Data for this study were collected during six focus group interviews which resulted in the generation of fifteen themes including: the School-Based Support Teams understanding of Inclusive Education in White Paper 6, establishment and functionality of School-Based Support Teams especially with regards to providing support within their schools, their own experiences in serving as School-Based Support Team, challenges they experience in teaching learners experiencing barriers to learning and the kind of support they require as School-Based Support Team members to improve their functionality. The findings revealed that despite the implementation of Inclusive Education, there are still gaps. The study recommends that: educators be supported through conducting ongoing capacity building to equip them with skills needed, and the District-Based Support Team should provide comprehensive support and closely monitor School-Based Support Teams.
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