This research focuses on the functions of the SBST and DBST in supporting the teachers to address the challenges they face in teaching inclusive education in South African primary schools. In some instances, inclusive education seeks to identify and dismantle barriers to education faced by all the learners, so that they can have access to quality education. Furthermore participate effectively in class and achieve optimal academic outcomes at school. Although inclusive education has developed and established itself as field of educational research, policy and practice in a relatively short period of time as stated some of the literatures. There is inadequate knowledge and lack of skills in supporting teachers involved in teaching inclusive education and there has been no proper training for those teachers. The collected data has revealed some of the frustrations and challenges experienced by teachers who need support in teaching learners inclusive education. Teachers in South African public primary schools have been assigned to teach classes that include learners with special needs, in a regular classes as emphasised by Whitepaper 6. Over and above, this move requires positive experiences and the support of inclusive schooling, otherwise teachers are unlikely to succeed in teaching inclusive classes (Ernst and Rogers, 2009Guskey, 2002). In responding to what is perceived unjust for these learners experiencing barriers to learning and the teachers involved in teaching inclusive education, this paper attempts to chart the relationship and functions of SBST and DBST as a means for analysing the weakening support offered to inclusive education.

Keywords : Inclusive education, Learners with learning barriers, SBST and DBST