Abstract
This study examined the School-Based Support Team’s (SBST) support for Learning Support Educators (LSEs) in a Full-Service School (FSS) located in the Ekurhuleni North District. It sought to fill a lacuna in existing literature on why learners with Mild Intellectual Disabilities (MID) lack learning support, while there are LSEs responsible for providing ‘special’ support to this category of learners. The study utilised a qualitative exploratory case study to gather and analyse data, and Bronfenbrenner’s Ecological Theory to understand the experiences or challenges confronted by LSEs regarding the support they receive from the SBST. The study's main research question explored the nature of support provided to LSEs by SBST at the intermediate phase in FSS. The study findings revealed that support for LSEs in FSS was limited, and the SBST often lacked the knowledge or authority to enable effective remediation of learners with MID at the intermediate phase. Power dynamics between mainstream teachers, LSEs, and the SBST further restricted access to individualized learning, which delayed cognitive development and the acquisition of foundational concepts in English reading, writing, and Mathematics. The findings highlight the crucial role of the LSE in bridging gaps between the Foundation and Senior Phases and demonstrate that effective collaboration among all stakeholders is essential for learner success. Based on these insights, the study recommends targeted training and capacity-building for educators and SBST members, clear role definition and support for LSEs, and the development of inclusive practices that facilitate early identification, timely placement, and remediation of MID learners. Additionally, reducing administrative barriers and fostering professional learning communities can strengthen implementation of the SIAS policy, which ultimately improves academic outcomes and holistic development for learners with MID at the intermediate phase.