Primary School-Based Support Teams' Experiences And Practices When Supporting Teachers

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