INCLUSIVE EDUCATION A RESPONSE TO ACTION PLAN TO 2014 Presentation to PC on Basic Education 14 June

Problem Statement Most learners who experience barriers to learning including the disabled, have either fallen outside of the system or been mainstreamed by default (White Paper 6, 2001) The curriculum and education system have generally failed to respond to the diverse needs of the learner population, resulting in massive number of drop-outs, push-outs and failures (White Paper 6, 2001)

Action Plan To Response To The Challenges Action Plan To 2014 proposes the following priorities as a response to the identified challenges:  Increase the number of full service schools to at least one for every district while ensuring their access to specialist services  Increase the percentage of schools in which at least one teacher has received specialised training in the identification and provision of support to special needs  Progressively strengthening the capacity of district offices to provide support to schools in the identification of special needs and provision of appropriate support  Provide of appropriate and accessible textbooks, workbooks and other LTSM for visually impaired learners in 22 schools for Blind

Update On Curriculum and Assessment The following are developments alongside CAPS to ensure appropriate response to special needs through CAPS:  Policy statements for accommodating diversity through curriculum delivery and assessment were developed and approved for incorporation into CAPS  Accommodation of diversity through the curriculum was included in the CAPS Orientation Programme for provincial and district officials  200 provincial, district and school management team (SMT) officials from 66 schools were trained in specialised areas of visual and hearing impairment in March 2011  Workbook 1 for grades 1-6 have been adapted for Brailling and grades textbooks ordered for the 22 schools for the Blind

Curriculum and Assessment Cont. Next Steps:  Develop of Training Programmes on accommodation of diversity through CAPS for teachers and school management teams progressively through to 2014  Ensure access to workbooks and textbooks for learners in schools for the Blind in line with the phased implementation of CAPS to 2014  Develop Training Programmes on specialised skills for 700 and 1000 teachers of visually and hearing impaired learners respectively, starting in 2011 to 2014

South African Sign Language (SASL) Curriculum Grades R - 12 The Minister appointed a Curriculum Management Team (CMT) in 2010 to develop the SASL curriculum  The CMT developed a framework for the SASL curriculum in October 2010  The CMT developed terms of reference for the appointment of the SASL writers The terms of reference of the writers:  To complete the writing of the SASL curriculum within a year after commencement  To report regularly to the CMT on progress made  To observe patency for the developed curriculum Planned implementation of the curriculum is with effect from 2013

Full Service Schools The progressive conversion of ordinary schools to full service schools is one of key strategies for implementing the inclusive education policy To date 94 full service schools have been established in seven provinces: EC(2); FS(2); GT(0); KZN(14); LP(2); MP(1); NC(0); NW(71); WC92) Next Steps:  Build capacity at district level using Guidelines for Full Service Schools for further conversion of ordinary schools to full service schools to at least one school per district by 2014  Coordinate the procurement of assistive devices where required by provinces  Ensure that established school-based support teams (ILSTs) are functional in existing full service schools

Identification of Special Needs and Provision of Support The system introduced the screening, identification, assessment and support (SIAS) strategy for identification of barriers to learning and provision of appropriate support  5000 district and school based officials were trained on the Draft Screening, Identification, Assessment and Support (SIAS) strategy provinces from 2008  Feedback reports on the implementation of the SIAS suggested streamlining, integration and finalisation of the SIAS Next Steps  Set up an inter-sectoral task team to refine and finalise the SIAS for gazetting by March 2012  Develop Training Programmes for use by Teacher Development to train on the identification of special needs from 2012  Monitor the implementation of the SIAS from 2013

Special Schools Special schools particularly their conversion to resource centres provides access to specialist services and contributes to the strengthening of district capacity to support special needs  To date 200 officials including school management teams were trained in visual and hearing impairment to support the respective 66 special schools Next Steps:  Train 700 teachers for visually impaired learners and 1000 for hearing impaired in specialised skills from 2011 to 2013  Finalise the transfer of reform schools and schools of industry to DSD by 1 April 2012  Coordinate the progressive conversion of special schools to resource centres  Coordinate procurement of accessible LTSM and assistive devices

Thank You 10