Ramrathan, Prevanand.Maphumulo, Thabisile Bellinda.2020-04-232020-04-2320192019https://researchspace.ukzn.ac.za/handle/10413/18281Masters Degree. University of KwaZulu-Natal, Durban.This study explored the role of the School Based Support Team (SBST) in a rural primary school. Teachers of a selected rural primary school in the Embo area under the Pinetown District participated so that the nature and functionality of the SBST could be investigated. Furthermore, teachers’ experiences in implementing Inclusive Education (IE) with the support of the SBST was examined in the study. The Education White Paper 6 of 2001 points out that all children can learn in mainstream schools. The document contends, with the assistance of appropriate support, learners with disabilities can learn together with their peers. This advocacy has created more responsibilities for schools and teachers. At a school level, this paper recommends the formation of a team which supports learning processes through identifying each learner’s needs and addressing barriers to learning thereby promoting teaching and learning which is effective for all. There are guidelines on how the School Based Support Team (SBST) can support teachers who in turn, can willingly support learners with learning difficulties. The District Based Support Team (DBST) ensures that the implementation of IE is practiced in the classrooms by supporting the School Based Support Team (SBST). This study explored the experiences and perceptions of seven members of one rural school’s School Based Support Team (SBST). The participants included members of the school’s management team and three classroom teachers (who represented the three phases) in this chosen public school. For the purpose of the study, a qualitative study design was used to understand teachers’ experiences. The case study methodology was designed because it complemented the nature of this study as it aimed at understanding a single case within its natural setting. The study deliberated in depth on the situation of the teachers at their school, using interviews to aid data collection, this is typical of case-study research. The data collected were analysed and catergorised according to themes. The participants of the study expressed their successes along with challenges in the implementation of Inclusive Education (IE) with the support they received from the School Based Support Team (SBST). The highlighted successes included the collaboration amongst School Based Support Team (SBST), School Management Team (SMT), classroom teachers and external stakeholders as sister departments and Non-Governmental Organisations (NGOs). Challenges included lack of resources, minimal parental involvement, unavailable or no specified time allocated for support and trial-and-error programmes due to insufficient remedial knowledge and skills. The District Based Support Team (DBST) as a structure appeared to have little impact as it was not following up on referrals or addressing problems of identified learners for additional support and appropriate placements. Furthermore, teachers expressed their dismay regarding contextual factors because of the school being situated in a rural area. The study concluded that the School Based Support Team can play a substantial role in supporting teachers to implement Inclusive Education in a rural primary school effectively despite challenges they encounter.en  School based support team.Rural primary school teachers.Thesis