Portfolio Committee on Basic Education 8 March 2016 Presenter: Mr HM Mweli PROGRESS REPORT ON THE IMPLEMENTATION OF WHITE PAPER 6: A RESPONSE TO HUMAN RIGHTS WATCH AND SECTION 27 REPORTS

PRESENTATION OUTLINE Purpose Progress on Education White Paper 6 –Access –Achievements in Teacher Training –Performance of Special Schools in ANA –Skills and Vocational Programmes –Performance of Special Schools in NSC –SASL –Progress of Visually Impaired Learners –Full Service Schools –SIAS –Disability Roundtable Discussion –Challenges –Radical and urgent steps planned to realise inclusive education by 2019 DBE’s response to the Human Rights Watch Report DBE’s response to Section 27 Report Conclusion 2 2

PURPOSE To present to the Portfolio Committee meeting a report on progress made in the Implementation of Education White Paper 6 on Inclusive Education as a framework for the Department of Basic Education’s response to the Human Rights Watch and Section 27 reports 3 3

SECTION A: PROGRESS IN THE IMPLEMENTATION OF EDUCATION WHITE PAPER 6 4

GOAL OF INCLUSIVE EDUCATION Implementation of the Inclusive Education policy requires integrated planning at all levels which is enabled by working across multiple disciplines. Critical systemic and strategic measures need to be considered and decisive actions taken in recognition of Inclusive Education as one of the national priorities 5 5

IMPROVING ACCESS TO EDUCATION FOR CHILDREN WITH SPECIAL EDUCATION NEEDS 6

PERCENTAGE OF 0-4 YEAR OLD CHILDREN WITH DISABILITIES ATTENDING ECD, (GHS) Province EC FS GT KN LP MP NW NC WC SA Source: Statistics South Africa, General Household Survey, , DBE own calculations

PERCENTAGE OF 5 YEAR OLD CHILDREN WITH DISABILITIES ATTENDING ECD, (GHS) Province EC FS GT KN LP MP NW NC WC SA Source: Statistics South Africa, General Household Survey, , DBE own calculations

PERCENTAGE OF 7-15 YEAR-OLD CHILDREN WITH DISABILITIES ATTENDING EDUCATIONAL INSTITUTIONS, 2009 – 2014 (GHS) Province EC FS GT KN LP MP NW NC WC SA Source: Statistics South Africa, General Household Survey, , DBE own calculations

PERCENTAGE OF 16 TO 18 YEAR OLD CHILDREN WITH DISABILITIES ATTENDING EDUCATIONAL INSTITUTIONS BY PROVINCE, Province EC FS GT KN LP MP NW NC WC SA Source: Statistics South Africa, General Household Survey, , DBE own calculations

LEARNERS IN SPECIAL SCHOOLS IN 2014 ProvinceLearnersSchools EC FS GT KZ LP MP NC NW WC South Africa Source: EMIS data for 2014

SNE LEARNER ENROLMENT PER DISABILITY Province Attention Deficit Disorder Autistic Spectrum Disorder Behavioural Disorder Blind Cerebral Palsied Deaf Deaf/Blind Disabled Epilepsy Hard of Hearing Mild to Moderate Intellectual Disability Multiple Disabled Other Partially Sighted/Low Vision Physically Disabled Psychiatric disorder Severe to Profound Intellectual Disability Specific Learning Disabled Grand Total EC FS GT KZ LP MP NC NW WC SA Source: EMIS data for 2014

ANALYSIS OF ENROLMENT PER DISABILITY The table above reveals the following:  Intellectual disability in its various forms constitutes the majority (just above 50%) of SNE learners in the system  The above statistics underscores the value of Curriculum Differentiation in teaching and assessment for every teacher in the system  Blindness counts among the lowest statistically, yet it receives the most attention. This is because it requires a lot of adaptation of materials to enhance accessibility to the curriculum  For visual impairment, DBE has adapted Workbooks into Braille and distributed to all schools for Visual Impairment, covering grades R

FULL SERVICE SCHOOLS SNE LEARNERS: 2014 ProvinceNo. of Full Service Schools Special Needs Enrolment EC FS GP KZN LP17625 MP NC4489 NW WC National Source: Information obtained from Provincial Education Departments in 2015

STRENGTHENING OF SPECIAL SCHOOLS Provin ce No. of SSs YearActivitiesBudget (R’000) EC Support staff employed, educators trained, Assistive devices and school buses purchased, funds for LTSM, Admin, Maintenance, hostels R FS R GT Strengthening Vocational programmes & upgrading of vocational centres R KZ Subsidy transfers, learner transport, Human resource development, curriculum delivery support, physical infrastructure upgrades. R LP MP Provisioning of transport to 1 school; Transfer payments (subsidy)R NC Training Guidelines; Assistive technology; Specialised LTSMR NW Assistive Devices, learner transport, infrastructure development, provisioning of vehicles, professional support staff, training. R WC Transfer payments for LTSM, *training, education assistive devices, learner transport, maintenance, class assistants, drivers and other operational costs R Total285 R

CONVERSION OF SSS TO RESOURCE CENTRES ProvinceNo. of DistrictsNo. of RCsYearBudget (R’000) EC FS GT R KZ R LP MP R NC R 36 NW R WC R3 570 Total 5289R

CONVERSION OF ORDINARY SCHOOLS TO FSSs, ProvinceNo. of Districts Number of Full Service Schools Year Expenditure (R’000) EC R FS R5 100 GT R KN LP MP R3 600 NC R NW R WC R Total78R

PROGRAMME 4 ALLOCATION FOR 2014/15 ProvinceAllocation 2014/15 R’000Fourth Quarter Spending % EC % FS % GT % KZ % LP % MP % NC % NW % WC % TOTAL % 18

EXPANSION OF INCLUSIVE EDUCATION EXPENDITURE Province Approved Budget 2013/14 Adjustments Adjusted Budget 2013/14 ExpenditureSpent %2014 MTEF 2014/152015/16 R’000 EC FS14 226(7 513) %1 330 GP % KN LP % MP % NC NW WC % Total % 19

ACHIEVEMENTS IN TEACHER TRAINING IN 2014/15 20

TEACHER TRAINING & 140 TEACHER RESOURCE CENTRES Training of School-based Support Teams (SBSTs) in the implementation of the SIAS Policy. This will include loading of the SIAS Policy assessment forms embedded in SA SAMS Training of SBSTs of Full-Service Schools on the Guidelines for Full-Service Schools Training of SBSTs on the implementation of the Policy on Accommodations and Concessions Training of SBSTs and teachers to deepen knowledge of Curriculum Differentiation in all subjects and in remedial education, making use of remedial teachers in the system Ongoing training on SASL for teachers in schools for the Deaf to improve their competency in SASL for use as LoLT Training in Braille and in the use of assistive technology for teachers in the area of visual impairment. This will be done specifically in the Centres that have been equipped by Vodacom 21 21

NUMBER OF TEACHERS TRAINED IN INCLUSIVE EDUCATION AND DISABILITY ProvinceNumber of Teachers Trained in Curriculum Differentiation in 2013/15 Teachers trained in SIAS Teachers trained in Disability Specialisation Teachers Trained in Braille EC FS GT KZN LP MP NC NW WC Total

PERFORMANCE OF SPECIAL SCHOOLS IN THE ANNUAL NATIONAL ASSESSMENTS 23

SPECIAL SCHOOLS PARTICIPATING IN ANA PROVINCENo. of Special Schools Participating in 2012 Participating in 2013 Participating in 2014 EC FS GP KZN LP MP NC NW WC National

GRADE 3 PERFORMANCE IN HOME LANGUAGE Province HOME LANGUAGE AVERAGE MARK(%) 2012 AVERAGE MARK(%) 2013 AVERAGE MARK(%) 2014 EC FS GP KZ LP0.0* MP27.900*53.3 NC NW WC National * Indicates cases where no learners participated 25

GRADE 3 PERFORMANCE IN MATHEMATICS Province MATHEMATICS AVERAGE MARK(%) 2012 AVERAGE MARK(%) 2013 AVERAGE MARK(%) 2014 EC FS GP KZ LP MP NC NW WC National * Indicates cases where no learners participated 26 26

GRADE 6 PERFORMANCE IN LANGUAGES PROVINCE HOME LANGUAGE 2012 HOME LANGUAGE 2013 FAL 2012 FAL 2013 FAL 2014 AVERAGE MARK (%) EC FS0.0* GP KZ LP0.0* *24.3 MP0.000* NC *32.0 NW0.0* WC National * Indicates cases where no learners participated 27 27

GRADE 6 PERFORMANCE IN MATHEMATICS Province MATHEMATICS AVERAGE MARK(%) 2012AVERAGE MARK(%) 2013AVERAGE MARK(%) 2014 EC FS GP KZ LP MP NC NW WC National * Indicates cases where no learners participated 28 28

GRADE 9 PERFORMANCE IN ANA, 2013 ProvinceHOME LANGUAGEFALMATHEMATICS PROVINCEAVERAGE MARK(%) EC FS GP KZN LP00* MP00* NC47.900*20.0 NW WC

PERFORMANCE OF SPECIAL SCHOOLS IN THE NATIONAL SENIOR CERTIFICATE 30

SPECIAL SCHOOLS 2012 NSC RESULTS ProvinceSum of Total Entered Sum of Total Wrote Sum of Total Achieved Bachelor Sum of Total Achieved Diploma Sum of Total Achieved H-Cert Sum of Total Achieved Sum of Total Achieved NSC Average of % Achieved EC FS GT KZN LP MP NW NC WC Total

SPECIAL SCHOOLS NSC RESULTS 2013 Province Total Wrote Achieved Bachelors Achieved Diploma Achieved H/Cert Achieved NSC Achieved Endorsed NSC Did Not Achieved EC FS GT KN LP MP NW NC WC National

SPECIAL NEEDS EDUCATION (SNE) CANDIDATES (INCL. CONCESSION CANDIDATES) – FULL-TIME 2014 Province Total Wrote Achieved Bachelors Achieved Diploma Achieved H/Cert Achieved NSC Achieved Endorsed NSC Did Not Achieved Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga North West Northern Cape Western Cape National

SPECIAL NEEDS EDUCATION (SNE) CANDIDATES (INCL. CONCESSION CANDIDATES) – FULL-TIME 2015 Province Total Wrote Achieved Bachelor s Achieved Diploma Achieved H/Cert Achieved NSC Achieved Endorsed NSC Did Not Achieve Eastern Cape Free State Gauteng KwaZulu-Natal Limpopo Mpumalanga North West Northern Cape Western Cape National

DEVELOPMENT OF SKILLS & VOCATIONAL QUALIFICATION & LEARNING PROGRAMMES 35

PROGRESS ON SKILLS & VOCATIONAL PROGRAMMES The Draft GETC: Skills and Vocational Education and Training has been completed The GETC has been consulted with QTCO, Umalusi and DHET in December 2015 and February 2016 respectively 26 Draft Subjects developed on Skills and Vocational Programmes to date A Draft Policy Framework and Learning Programme developed for Children and Youth with Profound Intellectual Disability The Policy Framework is being costed for submission of bid to Treasury 36

PROGRESS IN THE IMPLEMENTATION OF SASL CAPS 37

TEACHER TRAINING IN SASL Province FP and Gr 9 (2014) IP and Grades 9/10 (2015/16) Subject Advisors (2015/6) Prov Officials (2015/6) EC FS GP KZN Limp Mpu NC8852 NW WC TOTAL:

PROGRESS IN SASL CAPS 250 Foundation Phase and grade 9 teachers and Deaf Teaching Assistants were trained in October Home Language subject advisors were orientated into SASL Foundation Phase and grade 9 in 2014 and 43 for IP and grades 9-10 in January schools are implementing in 2015with 159 teachers teaching in FP, 68 teaching grade 9, 79 Deaf Teaching Assistants available learners are offering FP SASL, and 353 grade 9 SASL in 2015 All PEDs procured LTSM for schools for FP and grade 9 Selection and preliminary screening of materials for Intermediate Phase and grade 10 for 2016 has been completed 201 teachers and Deaf Teaching Assistants for Intermediate Phase and grades 9-10 trained in 2015/16 for 2016 implementation 287 teachers and officials trained in SASL during 2015/16 to improve competency in signing 39

IMPROVING ACCESS TO QUALITY EDUCATION FOR LEARNERS WITH VISUAL IMPAIRMENT 40

PRODUCTION AND DISTRIBUTION OF BRAILLE WORKBOOKS Type of WorkbookECFSGTKZLPMPNCNWWCTotal Language Grade R Learner Language Grade R Teacher Guide Maths Grade 1 Leaner Maths Grade 1 Teacher Guide Language Grade 1 Learner Language Grade 1 Teacher Guide Maths Grade 2 Learner Maths Grade 2 Teacher Guide Language Grade 2 Learner Language Grade 2 Teacher Guide Maths Grade 3 Leaner Maths Grade 3 Teacher Guide Language Grade 3 Learner Language Grade 1 Teacher Guide Maths Grade 4 Leaner Maths Grade 4 Teacher Guide Language Grade 4 Learner Language Grade 4 Teacher Guide Maths Grade 5 Leaner

PRODUCTION AND DISTRIBUTION OF BRAILLE WORKBOOKS … Type of WorkbookECFSGTKZLPMPNCNWWCTotal Maths Grade 5 Teacher Guide Language Grade 5 Learner Language Grade 5 Teacher Guide Maths Grade 6 Learner Maths Grade 6 Teacher Guide Language Grade 6 Learner Language Grade 6 Teacher Guide Maths Grade 7 Leaner Maths Grade 7 Teacher Guide Maths Grade 8 Leaner Maths Grade 8 Teacher Guide Maths Grade 9 Leaner Maths Grade 9 Teacher Guide

PROVISION OF BRAILLE TECHNOLOGY PER SCHOOL ProvName of School Procured Technology EC Efata Perkins braillers; Braille Ring Binder; Rolls Dynamo Type; Measuring instruments; Talking calculator; Handheld magnifying glasses; Braille labellers; Tracing wheels; Braille embosser Duxbury, Braille 200, board marker and computer programmes, joysticks, Trigger Switches, click n type, laptops, jaws Khanyisa Perkins Braillers; Braille Ring Binder; Rolls Dynamo Type; Measuring instruments; Talking calculator; Handheld magnifying glasses; Braille labellers; Tracing wheels; Braille embosser Duxbery, Braillo 200, board marker and computer programmes, joysticks, Trigger Switches Zamokuhle Perkins Braillers; Braille Ring Binder; Rolls Dynamo Type; Measuring instruments; Talking calculator; Handheld magnifying glasses; Braille labellers; Tracing wheels; Braille embosser Duxbery,Braillo 200, board marker and computer programmes, joysticks, Trigger Switches FS Bartimea 30 Perkins Braille Machines; Medium Volume Braille Embosser; Graphic Embosser; Desk Magnifier; Computer memory upgrade and Dolphin Super Nova site License; Screen reading software( Super Nova access suite); 5 Computers with build in jaws for totally blind learners; 5 computers with build zoom text for learners with low vision Thiboloha 30 Perkins Braille Machines; Board marker computer programme; Desk top magnifier; Graphic Embosser; Desk Magnifier; Computer memory upgrade Dolphin Super Nova site License; 10 Computers with build in jaws for totally blind learners GT Sibonile Eye Pal Solo; Braille Note Apex 18; Prodigy Desktop 20; Graphical Braille Embosser; Monitor 10.00; Lumens, Document Camera; LCD, Projector; Braille Note Apex 18; Prodigy Desktop 20 PrinshofBraille Note Apex 32; Eye Pal Solo; A3 Epson Scanner; Jaws; Talking Scientific Calculator; Perkins Braillers FiladelfiaBraille Note Apex 18; Eye Pal Solo; Victor Reader New Stream 2nd Generation; Prodigy Desktop 20; Braille Note Apex 32 BT; Duxbury Braille Translator; Epson D700 A3 Scanner; Dolphin Easy Converter 43

PROVISION OF BRAILLE TECHNOLOGY PER SCHOOL ProvinceName of SchoolProcured Technology KwaZulu-Natal Open Air; Arthur Blaxall and Ethembeni The province has budgeted R per school for procurement of braille production equipment in each of the schools for visual impairment as well as schools that have units for visual impairment. The Province is also planning to establish Braille production units at the three schools that will produce braille for all schools in the province that admit learners with visual impairment. Limpopo Central procurement by PED for distribution to schools 180 Braille note Apex 188T; 150 Projectors; 151 Dell Laptops and 151e Beams; Total cost: R8 million; Budget has not yet been made available for extending Braille production capacity at Siloe and Setotolwane. Rivoni school uses Braille printing facilities at Venda University. MpumalangaSilindokuhle School A budget of R2,5 Million was made available; Service provider appointed to train a technician; Dedicated officials at provincial and district level to co- ordinate braille procurement and production. Northern CapeReTlameleng The school has previously been equipped with a Braille production facility; There is no provincial budget that is dedicated for procurement of Braille; The school has to procure through their Programme 4 allocation North WestChristiana 2x High Volume Braille Embossers; 3x Low Volume Braille; Embossers; 2x Graphics Embossers; Computer with software to operate Braille Embosser; 2x Braille Boxe3s; 3x Braille Printers Western CapeAthlone Pioneer Apex Braille Note and iPal Solo provision to all learners according to an incremental roll-out plan. 44

STRENGTHENING FULL SERVICE SCHOOLS 45

PROGRESS REPORT ON FULL SERVICE SCHOOLS By February 2015, 791 Full Service Schools had been designated from which 137 (15%) had been physically upgraded for accessibility – little progress in NC and LP R5.7bn was allocated to Special Schools in 2014/15 against R400m for strengthening Full Service Schools Draft Funding Norms have been developed to address the disparity of funding FSSs in part, across provinces 740 district officials and 546 teachers were orientated in Guidelines for Full Service Schools in 2014/ district officials and teachers from Full Service Schools were trained in Curriculum Differentiation R11.2m worth of assistive devices were provided to FSSs 46

IMPLEMENTATION OF POLICY ON SCREENING, IDENTIFICATION, ASSESSMENT AND SUPPORT (SIAS) 47

IMPLEMENTATION OF POLICY ON SIAS The Policy on Screening, Identification, Assessment and Support (SIAS) and its Implementation Plan were approved in December 2014 Implementation to scale is starting in 2015 A transversal national training team (NTT) comprising EMGD, IE, Curriculum, Teacher Development, ISHP, was established in 2015/16 Training Manual was developed and strengthened during NTT training of July NTT members were trained in the Integrated Training Programme on SIAS Policy and Curriculum Differentiation PEDs submitted rollout plans prioritising district officials in 2015/16 48

DISABILITY ROUNDTABLE DISCUSSION 49

Disability Roundtable Discussion Minister directed that a Roundtable Discussion be held on disabilities particularly focusing on Severe to Profound Intellectual Disability The Roundtable Discussion took place on 23 November 2015 with 54 Civil Society Organisations and different Government Departments represented The Roundtable was organised under the theme: “No Child Left Behind” A wide spectrum of disability stakeholders have been invited The main objective is to strengthen partnerships with government departments and civil society organisations in DBE’s dedicated efforts at improving equitable access to basic education and specialised services for all children with special education needs 50

CHALLENGES 51

KEY CHALLENGES ChallengeCorrective Measure SASL: No harmonious collaboration between Curriculum, LTSM and IE regarding implementation of CAPS for SASL at PEDs Roles and responsibility for the implementation of CAPS for SASL to be clearly delineated SASL: Limited resources for implementing CAPS for SASL both at DBE and PED levels – particularly, funding DBE and PEDs to revisit the Implementation Plan of SASL CAPS that was approved by HEDCOM and CEM in 2013 FSSs: Unavailability and/or non-utilisation of the Expansion of Inclusive Education budget Costed Business Plans to be submitted timeously for budget allocation and the plans to be implemented accordingly Skills & Vocational Programmes: Lack of budget from DBE retards progress in the development of the Skills and Vocational Qualification and Learning Programmes DBE to solicit a dedicated budget for the development and finalisation of the Skills and Vocational Qualification and Learning Programmes SIAS: implementation of the SIAS Policy requires a multi-disciplinary approach DBE is ensuring the establishment of transversal teams particularly at district level 52

RADICAL AND URGENT STEPS PLANNEDTO REALISE INCLUSIVE EDUCATION BY 2019 AT DBE 53

URGENT AND RADICAL STEPS The following radical steps are prioritised at all levels of the system to ensure robust implementation to 2019:  Implementation of the Policy on SIAS to scale  Development and implementation of Skills and Vocational Programmes coupled with the Exit Qualification at NQF level 1  Institutionalisation of Curriculum Differentiation to scale  Implementation of SASL CAPS in Grades R-12  Finalisation and implementation of Funding and Human Resource Provisioning Norms for an Inclusive Education and Training System  Strengthening of Full Service Schools  Strengthening inter-departmental and inter-sectoral collaboration on the implementation of the Inclusive Education Policy  Stepping up the implementation of the policy through rigorous monitoring using the National Strategy for Learner Attainment (NSLA) 54

RADICAL AND URGENT STEPS FOR PROVINCIAL EDUCATION DEPARTMENTS FOR REALISATION OF INCLUSIVE EDUCATION BY

WAY FORWARD AT PED LEVEL PEDs to submit quarterly reports to DBE on progress made in the strengthening of Full Service Schools Resourcing the progressive implementation of SASL CAPS which includes procurement of specialised equipment and training of teachers in SASL as LoLT Curriculum writers identified from PEDs for the development of Skills and Vocational Programmes to be supported throughout the process Strengthening the functionality of district-based (DBSTS) and school-based support teams (SBSTs) Rolling out the Policy on Accommodations and Concessions (2014) 56 56

SECTION B: DBE’S RESPONSE TO THE HUMAN RIGHTS WATCH REPORT: “COMPLICIT IN EXCLUSION” 57

CONSTITUTIONAL RIGHT OF ACCESS TO BASIC EDUCATION FOR ALL CHILDREN The following mechanisms are instituted for the protection, respect and fulfilment of Section 29 (1) of the Constitution of the Republic of South Africa on the right of access to basic education for all children including those with disabilities:  South African Schools Act 84 of 1996 which provides for the admission of children with special education needs to public ordinary schools, following an assessment process for appropriate placement. This is to be realised through:  The SIAS Policy  The Policy on Accommodations and Concessions (May 2014)  Institutionalization of Curriculum Differentiation  Identification of out-of-school children with disabilities is carried out through:  The signed MoU and Service Level Agreements between DBE and Departments of Home Affairs, Health, Social Development, SASSA and StasSA  The use of various platforms and media to advocate for their access to basic education including guiding special school principals on the application of the Admissions Policy on children with disabilities in waiting lists  Implementation of Article 24 of the Convention on the Rights of People with Disabilities (CRPD) and reporting progress periodically – mainstreaming disabilities through progressive designation of full service schools  Implementation of Universal Design Principle inherent in Infrastructure Norms 58

FUNDING Completing and introducing Norms for the Distribution of Resources in an Inclusive Education System which will bring about radical change towards funding inclusive education The funding aspect looks at the equitable funding of special schools, full service schools and other ordinary schools in their support to children with special education needs The development follows an integration of funding, human resource provisioning and infrastructure to ensure implementability The overarching objective of the norms is redress, equity, efficiency in resource allocation and utilisation as well as to eliminate existing disparities in resourcing inclusive education across PEDs 59 59

VIOLENCE, ABUSE AND NEGLECT IN SCHOOLS The quality of education for children with disabilities in ordinary, special and full-service schools, systematically monitored through the National Strategy on Learner Attainment (NSLA); DBE implements a programme on safety and security in schools which draws from expertise of other role-players such the SAPS The DBE offers the Life Orientation subject which contains soft skills for individual self- determination 60 60

LACK OF QUALITY EDUCATION AND TRANSITION TO WORK Progressive training and capacity building of teachers and officials in specialised areas of Braille, SASL, Autism, Attention Deficit and Hyperactivity Disorder (ADHD), AAC, etc. are intent to improving quality of teaching and learning Refer to DBE’s development of the Skills and Vocational Programmes with the NQF level qualification Collaboration with DSD, DHET and Department of Labour especially i.r.o. protected and sheltered employment for the disabled addresses the transition from school to work 61 61

SECTION C: DBE’S RESPONSE TO SECTION 27 REPORT: “KEPT IN THE DARK” Challenges in Education for Learners with Visual Impairment 62

PROBLEM STATEMENT About 80 percent of teachers in schools for visual impairment lack appropriate skills and knowledge; Only two major Printing and Publishing Plants exist for the printing, publishing and distribution of Braille materials, and these provide services to neighbouring countries; Producing a Braille textbook takes ± 6 months; Shortage of human resource with knowledge and expertise in Braille in the country; and There is reluctance on the part of stakeholders for visual impairment to support the introduction of ICT devices to enhance and expedite access to information 63 63

AVAILABILITY OF INFORMATION AND STATISTICS The DBE collects statistics of learners with disabilities through two surveys: Snap and Annual School Survey annually to inform planning and provision of resources as contained in the DBE report o WP6 SASAMS and LURITS systems are being upgraded to provide real time information on all learners assessed through the SIAS Policy – also learners in ordinary schools MoU between DBE, DSD, DHA, SASSA and DoH to track out-of-school children and youth with disabilities DBE does not collect data on out-of-school children and youth but relies on other govt. agencies such as StatsSA DBE is conducting advocacy programmes to mobilise out- of-school children and youth 64 64

ACCESSIBILITY OF CURRICULUM FOR VISUALLY IMPAIRED LEARNERS Learners with Visual Impairment (VI) have a right of access to the same curriculum as other learners The curriculum is made accessible to visually impaired through various mechanisms and strategies including Curriculum Differentiation Revolutionary approaches to making graphics and visual material accessible through use of assistive technology and Braille graphics being promoted by DBE DBE has developed Guidelines on Adaptation of Curriculum and Assessment and these can be accessed through the DBE website Other mechanisms for improved accessibility are found in the DBE report e.g. Brailling of LTSM, procurement of Braille and Large Print material, specialised training of teachers etc. 65

AVAILABILITY OF ASSISTIVE TECHNOLOGY Comprehensive audit was conducted by DBE in 2013 on capacity of schools to produce Braille Gaps were identified and shared with PEDs PEDs developed dedicated budgets for equipping Braille Centres in schools and details are obtainable from DBE’s report on WP6 implementation 66 66

ASSESSMENT AND EXAMS Significant strides in the delivery of the NSC and ANA to learners with VI include:  Training of examiners in adaptation of papers  Moderation and quality assurance of adapted papers  Brailling of adapted papers  Debrailling of braille scripts  Memoranda produced to be in line with adapted papers  Central marking venues of scripts of learners with VI  Teachers of schools for VI involved in marking centres Policy on accommodations and concessions applied in all schools Areas in VI in which monitoring is being strengthened:  Standard of adaptation of common papers set at provincial level  Availability of computers and Perkins Braillers for learners to type scripts 67

WORKBOOKS ADAPTED FOR LEARNERS WITH DISABILITIES The workbooks are considered to be a very useful source of content in Mathematics and Languages for all learners They are therefore adapted to be accessible for learners who are blind and those with little or no functional speech (through Braille and AAC) This has revolutionized Braille production in the country Braille workbooks encourage teachers to raise standard of education by introducing basic concepts in Mathematics from a very early age Progress made in the adaptation, printing and distribution for visually impaired learners is presented in the DBE report 68

EXAMPLE OF THE WORKBOOKS IN BRAILLE 69 69

LEARNERS USING THE TOOLKITS A comprehensive toolkit was distributed with each workbook to compensate for the three dimensional aspects of learning by learners with visual impairment 70

GRADE R WORKBOOK The Grade R Workbooks integrate beginner knowledge in Language, Mathematics and Life Skills The books were developed in all 11 official languages The series can be used as a complete initial learning tool for young learners who are blind The books have the potential to reach all children on the African continent 71

CAPS-ALIGNED TEXTBOOKS To increase capacity for Braille, CEM advised that Pioneer Printers be considered for support as a National asset. In 2012 a National Catalogue of textbooks for Braille was developed through the use of experienced teachers form schools of visual impairment PEDs coordinate orders for their schools and submit to Pioneer Printers for printing and distribution Minister has approved the establishment of a Braille Advisory Board to assist DBE in finding solutions on matters of visual impairment 72 72

TRAINING OF TEACHERS Three legs of integrated HRD Strategy: –Training of all teachers in 22 schools in Gr 1 and Gr 2 Braille –Training in curriculum adaptation and use of assistive technology –Training managers in quality education and support –Consultation with DHET regarding the introduction of a specialised qualification in Education for Visual Impairment Collaboration has been secured with ETDP SETA i.r.o. training 250 teachers in Braille and Sign Language 73 73

TRAINING REPORT 2014/15 Province No. of District Officials Targeted Actual No. of District Officials Trained No. of Schools Targeted Actual No. of Schools Participate d No. of Teachers Targeted For Grade 1 Braille Training Actual No. of Teachers Trained in Grade 1 Braille No. of Teachers Targeted for Grade 2 Braille training Actual No. of Teachers Trained on Grade 2 Braille EC FS GT KZ* LP MP* NC* NW WC Total * Training in KZN, MP and NC is scheduled for later in this financial year 74 74

HUMAN RESOURCE PROVISIONING NORMS The Human Resource Provisioning Norms being developed aim at addressing the critical shortages of non- teaching professional staff, technicians, class assistants, hostel supervisory staff, security guards and orientation and mobility instructors DBE aims at finalising and introducing the norms in 2016 DBE is committed to adhering to the prescripts of the Convention on the Rights of Persons with Disabilities that more teachers with disabilities should be employed so as to become role models for learners with disabilities The sector is committed to adhering to the Code of Good Practice which is part of the Employment Equity Act DBE is committed to provision of reasonable accommodation to visually impaired teachers 75 75

ACCESSIBLE INFRASTRUCTURE Universal Design Principle is ensured with all new structures being built Backlogs in accessible infrastructure is addressed through the implementation plan of Infrastructure Norms with set targets The Infrastructure Norms are being integrated into the development of Funding and Human Resource Provisioning Norms for an Inclusive Education System 76 76

COMMUNICATION BETWEEN SCHOOLS, AS WELL AS PROVINCES AND DISTRICTS Since 2014, DBE has improved its systems and delivery mechanisms by developing Business Processes, Norms and Standards and sector plans PEDs make use of these planning tools and delivery systems to align their own planning with national priorities for a well-coordinated service delivery within the sector Special School Turn-Around Strategy and the Tool for Monitoring Special Schools are being finalised for implementation District-based (DBSTs) and school-based support teams (SBSTs) are progressively being established and strengthened to foster effective communication between schools and districts DBE monitors the implementation of the NSLA which allocates responsibilities and accountability at every level of the sector 77

CONCLUSION DBE continues to place a premium on an integrated multidisciplinary approach in inclusive education, particularly in addressing challenges within the special needs education arena to address all barriers to learning, both physical and intellectual. Albeit with acknowledgement of DBE’s significant progress in special education needs, a dedicated focus continues to be placed on those persistent challenges, particularly in schools for visual impairment The overarching challenge of resourcing special needs education and inclusive education will be pursued through mechanisms and strategies that have already been initiated DBE will continue to work closely with stakeholders in the sector of visual impairment by consulting them in all development work and initiatives going forward 78 78

NDP VISION STATEMENT “We the people of South Africa, have journeyed far since the long lines of our democratic election on 27 April 1994, when we elected a government for us all. We began to tell a new story then. We have lived and renewed that story along the way. Now in 2030 we live in a country which we have remade…” 79

RECOMMENDATION It is recommended that the Portfolio Committee discusses the report on the implementation of Education White Paper 6 on Inclusive Education and the DBE’s response to the Human Rights Watch and Section 27 reports, respectively

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