A thesis submitted to the Faculty Arts in partial fulfillment of the Degree of Doctor of Philosophy in Community Psychology in the Department of Psychology at the University of Zululand, 2017 / The aim of this study was to evaluate the support services provision in schools. The study is based on inclusive education which advocates the importance of collaborative work by all stakeholders for effective implementation. System’s theory was considered since the schools are part of the community. Both qualitative and quantitative methods, combined with appreciative inquiry were employed. The sample consisted of 100 educators, 5 psychologists and 6 parents. Positive outcomes are visible from the respondents’ responses. The majority indicated an overwhelming support by the stakeholders. These findings indicated that educators are enthusiastic and dedicated to implementing inclusive education, despite some shortfalls. It is noted that the respondents’ biographical characteristics have positive influence on the perceived support services.