Volume -14 | Issue -5
Volume -14 | Issue -5
Volume -14 | Issue -5
Volume -14 | Issue -5
Volume -14 | Issue -5
This study aimed to explore the challenges encountered by the School-Based Support Teams in supporting the implementation of inclusive education practicesin the rural secondary schools of Limpopo province. The study applied a qualitative research approach, wherein a case study design was utilised. Ten teachers from the rural-based schools were purposively selected from five schools in Lebopo Circuit. Data was collected through semi-structured interviews and document review