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The dawn of democratic South Africa witnessed transformation in the education system where policy were developed to ensure education that cater all learners irrespective of their diverse abilities. Through the constitution post-1994 education policies ensures equitable access to education for all learners irrespective of their differences.The study intends to explore the role played by district based support team (DBST) in the application of learners identified with learning barriers in inclusive schools. The study was conducted in Matlosana local education office (MLEO), where qualitative study approach was employed. Participants were selected as personnel in the district office, teachers as people responsible for the implementation of inclusive education in inclusive schools, school based support team, departmental heads as people managing the implementation of inclusive education in schools. All participants were selected from four inclusive schools in Matlosana local education office. In this study data was collected through the use of semi structured interviews and video recorded.
Morelle et al. (Fri,) studied this question.