THE ROLE OF SCHOOL MANAGEMENT TEAMS IN DEVELOPING AN INCLUSIVE EDUCATION CULTURE IN SECONDARY SCHOOLS.

ABSTRACT This study explored the role of School Management Teams (SMTs) in developing an inclusive education culture in secondary schools. Inclusive education embraces the notion that the needs of diverse learners can be catered for in mainstream education. The theoretical frame work under pinning the study is social justice, which is premised on the dimensions of recognition and redistribution. Social justice seeks a more just distribution of resources through reclaiming, appropriating, sustaining, and advancing equity, equality, and fairness in social, economic, educational and personal dimensions. A social constructivist worldview was brought to this qualitative study. A multiple-case study design using three, full-service secondary schools with in the same school district formed the case selection. The sample included a township, a semi- urban and a suburban school. Data were collected through six focus group interviews, three with SMTs, and three with teachers in each school. Interview data were complemented by observation data from SMT and SBST meetings. Thematic data analysis was applied to each case and then across the three cases. The findings revealed that SMTs do not have a thorough conceptualization of the inclusive education concept. However, in all three cases, both SMTs and teachers, have moved towards acceptance and non-discrimination of learners, thus supporting social justice practices. It is concerning that SMTs have not fully grasped the Screening Identification Assessment and Support (SIAS) policy requirements, which hinders an understanding of their role. As a result, they do not lead inclusivity adequately. Furthermore, it appears that SMTs are over whelmed by challenges brought on by inclusive education, including parents' denial about their children's learning barriers, the lack of relevant resources, and inclusive pedagogy training. The study proposes a frame work that clarifies the role of the SMT in facilitating inclusivity. The framework posits the need for visionary, strategic and social justice leadership, focuses on ways to transform the school culture and offers practical guidance for translating the SIAS policy into practice. Keywords: inclusive education, social justice, school-based support team, school management teams, education leadership.