摘要：Inklusiewe onderwys vorm die etos van die onderwysstelsel in Suid-Afrika en resoneer met die Grondwet van die land, wat diversiteit erken en eksklusiwiteit weerstaan. Inklusiewe onderwys word ook weerspieël in die onderwysbeleid soos uiteengesit in die Education White Paper 6: Special Education - Building an Inclusive Education and Training System and the Screening, Identification, Assessment and Support (SIAS) dokument. Deurslaggewend vir inklusiewe onderwys is die voorsiening van ondersteuning aan alle leerders en onderwysers. Die fokus van hierdie artikel is op die funksies van al die formele ondersteuningstrukture wat in plek is vir onderwysers en leerders en weerspieël die standpunte van onderwysers. Hierdie ondersteuningstrukture sluit in Distrik-gebaseerde ondersteuningspanne; Institusionele ondersteuningspanne, Voldiensskole; Spesiale skole as hulpbronsentra; Leerondersteuningsopvoeders; inklusiewe onderwys en die gemeenskap. 'n Interpretatiewe navorsingsparadigma is gekies waarin gerieflikheidsteekproefneming gedoen is en data ingesamel is met gebruik van fokusgroeponderhoude. Eweknie-en ledekontrole is gebruik om betroubaarheid te verseker. Die temas wat na vore gekom het was ondersteuning deur onderwysers, die rol van amptelike ondersteuningstrukture, spesiale skole en gemeenskapsamewerking. Dit was duidelik, vanuit die onderwysers se gesigspunt, dat die formele ondersteuningstrukture nie so effektief is as wat voorgehou word deur die beleid en die onderwysowerhede nie, end at die beleid ernstige herbesinning nodig het.
其他摘要：Inclusive education forms the ethos of the education system in South Africa and resonates with the Constitution of the country, which recognises diversity and resists exclusivity. Inclusive education is also reflected in education policies such as the Education White Paper 6: Special Education - Building an Inclusive Education and Training System and the Screening, Identification, Assessment and Support (SIAS) document. Pivotal to inclusive education is the provision of support for all learners and teachers. The focus of this paper is on the functionality of all the formal support structures that are in place for teachers and learners from the teachers' viewpoints. These support structures include District-Based Support Teams (DBSTs), Institutional-Level Support Teams (ILSTs), Full-Service Schools (FSS), Special Schools as Resource Centres (SSRC), Learning Support Educators (LSEs) and the community. An interpretive research paradigm was chosen, using convenience sampling and data was collected by means of focus group interviews. Constant comparative data analysis was employed. Peer review and member checks were used to ensure trustworthiness. The themes that emerged were support provided by teachers, the role of official support structures and special schools and community collaboration. It was evident, from the teachers' point of view, that the formal support structures are not as effective as proposed by policy and educational authorities and that the policy needs serious re-consideration.
关键词：Distrik-gebaseerde ondersteuningspanne;Institusionele ondersteuningspanne;Voldiensskole;Spesiale skole as hulpbronsentra;Leerondersteuningsopvoeders;inklusiewe onderwys
其他关键词：District-Based Support Teams;Institutional-Level Support Teams;Full-Service Schools;Special Schools as Resource Centres;Learning Support Educators;Inclusive education
