Exploring the nature of the collaborative relationship between the DBST, SBST, and teachers in ensuring inclusive education in the Ekurhuleni south district primary schools.

Abstract

The study explores the nature of the collaborative relationship between the District -Based Support Team and the School-Based Support Team as support structures mandated to promote inclusive education practices in schools. It explores how the roles, responsibilities and collaborative efforts of these two support structures were taken up in two public schools in the Ekurhuleni South district of Gauteng, South Africa. Following South Africa’s ecological approach to the implementation of inclusive education, the research utilizes Bronfenbrenner’s bioecological theory as a foundational conceptual framework for examining how these two support structures attempt to create learning spaces that accommodate and support every learner through their ‘Community of Practice’. The study follows a qualitative research design, utilizing semi-structured interviews and document analysis to gather in-depth insights from DBST and SBST members. This approach facilitates a comprehensive understanding of the systemic facilitators and impediments impacting the execution of inclusive education. Despite their shared mandate, the effective implementation of inclusive education is hindered by systemic challenges, including resource constraints, insufficient teacher training, and attitudinal barriers among support structure members. A critical limitation is the shortage of DBST officials, which significantly affects the level of support schools receive. Additionally, inconsistencies in inclusive education practices stem from a lack of clarity among some SBST members regarding their roles and responsibilities. The study also highlights the concerning issue of low parental participation in the Support Needs Assessment (SNA) process, as outlined in the Screening, Identification, Assessment, and Support (SIAS) policy. Another structural challenge lies in the allocation of assistive resources. While full-service and special schools receive direct provisions, mainstream schools must navigate an application process through resource centres, often delaying essential support. Nonetheless, the collaboration between DBSTs and SBSTs has yielded notable successes, such as the establishment of rigorous screening mechanisms that identify learners with barriers and tracking systems that monitor intervention progress. Furthermore, the integration of Professional Learning Communities (PLCs) has strengthened district-wide collaboration, facilitating continuous engagement through structured feedback loops. The strategic use of WhatsApp groups within PLCs has further enhanced real-time communication, ensuring more coordinated and responsive support efforts across schools. This study employs Bronfenbrenner’s bioecological theory to analyse these dynamics, providing insights into how multi-level interactions affect the process implementing of inclusive practices. Keywords: Collaboration, Support, Inclusive education, Practices, Relationship, Bronfenbrenner, Ubuntu, Quintile, Environment, Challenges, Successes, Attitude.