1. Capacity Building Programme for Districts and Management Teams of Schools for Visual and Hearing Impairment Rationale for the Orientation 9 March 2011 Birchwood Hotel M Simelane, PhD 1

2. Content Understanding inclusion General overview Rationale for targeting management Background to training on visual impairment Background to training on hearing impairment Responses to challenges in visual and hearing impairment schools Conclusion

3. Understanding Inclusive Education Inclusive education defined: “Enabling education structures, systems and learning methodologies to meet the needs of all learners” (Education White Paper 6, 2001) Barriers to learning refer to difficulties that arise within the education system as a whole, the learning site and/or within the learner, which prevent access to learning and development for learners.  System barriers e.g. overcrowded classrooms, lack of basic and appropriate materials, exclusionary practices and policies etc.  Societal barriers e.g. safety and security, crime and violence, HIV/AIDS, poverty, child-headed households, etc.

4. Understanding Inclusive Education…  Pedagogical barriers e.g. un- or under-qualified teachers, inappropriate teaching methodologies and LTSM, inappropriate assessment procedures etc.  Intrinsic barriers e.g. behavioural problems, psychosocial and emotional problems, cognitive and sensory disabilities, etc.  The concepts inclusive education and barriers to learning are comprehensive, complex and broader than disabilities

5. General Overview Audit of special schools of 2002 revealed that 135 special schools were seriously neglected and dysfunctional The 2009/10 audit report of visually impaired special schools found that there were serious gaps in curriculum training and delivery and that special schools were perceived to be “doing their own thing” (Audit Report, 2009/10) PEDS report successful LTSM delivery for the start of calendar years which exclude special schools where acute shortages exist despite annual budget allocations Curriculum and Assessment Policy Statements are being finalised and 2011 is for FP and grade 10 teacher orientation

6. General Overview Cont. Grades 1-6 workbooks have been developed and are being adapted to Braille, South African Sign Language and Augmentative and Alternative Communication Excess educators with no relevant training get to be placed in Special Schools NEPA, 1996 describes an educator as a learning mediator who should have practical competence to adjust teaching strategies to cater for different learning styles and preferences Very low numbers of disabled learners access higher education institutions – sub-standard education, inappropriate support (Disability Project Report, Feb 2011) More focus on individuals than surrounding environment

7. Rationale for Targeting Management In general DBSTs are lacking skills and training to effectively support schools (Audit Report, 2009/10) Schools are not sufficiently trained on the composition and functions of Institution Level Support Teams and therefore do not really fulfil the much needed function of support. “… we seem to have made the assumption that our school children should not be stretched to learn to understand the language of mathematics and science;” “The key difference between the 600 and the rest is the quality of leadership and teaching and high expectation of what they can achieve as teachers and pupils” (Sunday Times, 6 March 2011) – “A school is a definition of its principal” (Tirisano document, )

8. Background to Training on Visual Impairment Findings of 2009/10 audit in 22 schools for visually impaired:  5 718 learners and 676 educators of which 55 received training in visual impairment through UNISA many years ago, which has been discontinued – no ACE programme in visual impairment  Inadequate computer literacy across schools whilst it is fundamental for Braille and large print LTSM production  Braille graphics were successfully taught in only two schools  Majority of teachers lack exposure and training in assistive devices and technology  NCS viewed as “too visual” and thus “not suitable” for visually impaired learners probably due to lack in training on curriculum differentiation and adaptation  The Tiger Pro Graphics Embossers are under-utilised even in schools that have them, thus affecting the teaching of sciences to the visually impaired  Schools do not have the skills, staff and equipment to produce daily materials for assignments, notes and assessments.

9. Background to VI Training Cont. There is also a shortage of accessible material for Foundation Phase in Braille in the African languages. There are no Orientation and Mobility instructors or Braille instructors on the post establishment of schools. Dismal, unsafe and unhygienic conditions exist in many hostels, due to neglect of facilities, poor management and staff shortages, also resulting in poor supervision, lack of discipline, poor personal care and vandalism. Teachers and learners have not been trained on Unified Braille Code, no textbooks printed in this code

10. Background to VI Training Recommendation: “SACE accredited CPTD courses to be developed and teachers trained on Unified Braille Code, teaching blind and low vision learners, eye-conditions and suitable interventions for support, production of Braille text, mathematics, science and graphics, curriculum, curriculum differentiation and adaptation of assessment and LTSM, concessions, computer literacy, use of assistive devices and technology” (Report on Audit of Schools for Visually Impaired Learners, 2009/10)

11. Background to Training on Hearing Impairment Whereas visually impaired learners were given the NCS in schools for visually impairment, hearing impaired were offered skills programmes General outcry for South African Sign Language curriculum and Deaf Education broadly As at November 2010, there were 6 673 Deaf learners from Foundation Phase through to FET in special schools with 903 teachers available to teach. Of the 903 teachers, 249 (27,6%) had formal qualification in Deaf Education while 654 needed training in this area 87 Deaf Teacher assistants were recorded the majority of whom are reportedly without the NSC – these were available in 22 of the 37 schools for the Deaf that reported

12. Response to Challenges in Visual and Hearing Impairment Schools Curriculum Management Team established in 2010 for the development of South African Sign Language Curriculum for grades R-12 The two specialised areas are prioritised for CPTD as short-term measure and IPET for medium to long-term – ensuring knowledgeable and suitably qualified teachers teach in these schools Coordination of procurement of assistive devices as well as basic packages for teachers and visually impaired learners and training of users by PEDs Mediating the use of grades 1-6 workbooks currently being adapted Finalisation of the Screening, Identification, Assessment and Support (SIAS) strategy and preparation for its rollout to manage placements of learners between special schools and full-service schools (Action Plan to 2014: Towards the Realisation of Schooling 2025) Strengthening the role of special schools as Resource Centres in building an inclusive system

13. Conclusion “… many of the world’s poorest countries are not on track to meet the 2015 targets. Failure to reach the marginalized has denied many people their right to education. … Education is at risk, and countries must develop more inclusive approaches, linked to wider strategies for protecting vulnerable populations and overcoming inequality.” (Education For All Global Monitoring Report 2010)

14. Thank You 14