The needs of a centre-of-learning-based teams in implementing the policy of inclusive education

M.Ed.Education in South Africa has been characterised by inequalities and discrimination for many years. The minister of Education (Professor Kadar Asmal, The Star, 1999:19) endorsed this statement when he stated that there is a crisis at each level of the education system, and that inequalities of the past have not been levelled out. Since the coming to power of the first truly democratically elected government in the history of South Africa, many changes have taken place. The foundation for these changes is laid by a new constitution. Central to the constitution is the Bill of Rights, which ensures the rights of all citizens, as well as the rights of all learners to education. The rights of all learners to basic education are underwritten by the policy of Inclusive Education. This policy is in accordance with the international trend towards Inclusive Education, where all learners, including learners with barriers to learning and development, have a right to an education of their choice, in centres-oflearning wherever it is practical. This would then imply that teachers must be ready to work with all learners irrespective of barriers that they may have. However, teachers may not be able to provide a supportive environment to the learners if they themselves are not supported. Therefore, it would be important for every centre-of-learning to form a Centre-of-Learning-Based Team, which will focus on providing support to the school as a whole in an empowering way. This study examines the needs of the Centre-of-Learning-Based Team in order to implement Inclusive Education. The primary functions and the composition of the team are mentioned. In addition, the responsibilities of the Centre-of Learning Based Team and the benefit of working as a team are explored. The emphasis throughout is on collaborative and team approaches, which have to be built. Parent involvement in planning, local policy making and provision of support to the Centre-of-Learning was found to be imperative. Teachers also need to be supported in a variety of ways if they are to embrace inclusion favourably. This study describes the process of data analysis and reduction and identifies the main themes that emerge from the data. These themes are discussed within the framework of existing theory. This study concludes by discussing specific recommendations for the Centre-of-Learning-Based Team, in order to implement Inclusive Education