1. The development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School. Nick Sayser Directorate: Inclusive and Specialised Education Support Services

2. INTRODUCTION  INCLUSIVE INDICATORS FOR SOUTH AFRICAN PRIMARY SCHOOLS.

3.  Democratisation of SA Government: a. Policy environment b.Transformation of SA society  Transformation of the education sector: Adoption of inclusive education as a constitutional imperative.  RESULT: Mainstream schools became more accessible for learners with BARRIERS TO LEARNING.

4.  TRANSFORMATION: Tedious process. / Contention of inclusion  The challenge to schools: No instrument against which schools can measure their own development.  The Tool / instrument: Inform the process of inclusive development.  Against this backdrop this study aimed at developing an instrument that could guide the process of becoming more inclusive

5. Research question and methodology  What are the indicators that can be used to evaluate the development of inclusive practices.  RESEARCH METHOD: Qualitative Research Paradigm: PARTICIPATORY ACTION RESEARCH PARADIGM (PAR).  This methodology matches the spirit of democracy that permeates the SA society in which the participants live.

6.  IMPORTANT LITERATURE ISSUES: Elusive / Contentious concept. INCLUSIVE EDUCATION IS:  A never ending search to find better ways of responding to diversity  Concerned with the identification and removal of Barriers to learning  About presence, participation and achievement of all learners  Placing emphasis on learners at risk of marginalisation and exclusion CONTENTIOUS NATURE OF INCLUSIVE EDUCATION:  I,E. more visible in Special Needs literature than in Mainstream  I.E. is not Special Education Reform  Ambiguities: Resulting from different discourses

7.  INCLUSIVE EDUCATION:  Described in a variety of ways: (a) Strategy to effect change in schools (b) Concerned with disabled learners (c) All groups vulnerable to exclusion (d) An approach to teaching (e) Developing a school for All

8. DIMENSIONS OF INCLUSIVE EDUCATION THE THREE DIMENSIONS OF INCLUSIVE EDUCATION:  Dimensions: Cultures, Policies and Practices  Purpose: direct inclusive development in a school.  A Set of Indicators: defines each dimension  Indicator Categories: General / Specific  Use indicators: Develop an Instrument - supports and monitors I.E.

9. THREE INTERCONNECTED DIMENSIONS OF INCLUSIVE EDUCATION CULTURESPOLICIESPRACTICES

10. INCLUSIVE CULTURES:  Stakeholder Values: define School Culture  Values shared by all parents, teachers and children  Social values articulated as: equity. Participation, community compassion, respect for diversity, sustainability and entitlement Building an inclusive community:  welcomes everybody  An inclusive culture: - celebrates all cultures  D ifferent languages: - are all valued the same

11. Inclusive Cultures  Teachers and Parents collaborate  Teachers have High Expectations of learners  All learners are valued  Remove all barriers to learning and participation  Removal of all forms of discrimination  Different religions are recognised and respected  Teachers work together

12.  INCLUSIVE POLICIES:  Purpose: eradicate marginalisation, exclusion, and domination ensure access for: Poor, foreigners, disabled, HIV learners etc.  Examples of Inclusive Policies:  Language policies: supports acquisition of English to Foreigners,   HIV/AIDS policy – protecting the status of such members  Admission policy - gives access to quality curriculum to all  Learning Support policy – coordinates support for all learners, early identification of BTL,, implement effective intervention strategies

13. Inclusive Policies  Assessment policy – ensures that all learning styles are accommodated  Code of Conduct – prevents expulsion of: pregnant girls, behaviourally challenged  Anti-bullying – ensures restorative interventions? Bully and victim  Disciplinary challenged - expulsion is last resort. Focus: support and intervention  Code of conduct – decreases pressures to exclude

14.  INCLUSIVE PRACTICES  Refers to all activities of the school  Curriculum – must be appropriate and inclusive in nature  Important curriculum factors: instruction / Support.  Instruction: Set of practices and methodologies to deliver curriculum. E.g., multilevel teaching,  Adaptation of learning and teaching support materials,  Teaching strategies that’s responds to learning needs  Curriculum Support: supports learning; address learning needs that prevent learning

15. INCLUSIVE PRACTICES Curriculum Support strategies:  Cooperative learning,  Mobilising outside support for learning,  Sharing best practices amongst teachers;  Collaborative teaching – drawing on different teacher’s strength;  Community resources are known and drawn upon to enhance teaching and learning;  SGB understanding and supports principles of inclusion;  Teachers and school management work together

16. RECOMMENDATIONS:  Education districts: Conceptualise inclusion for all schools  SCHOOLS: Adopt a common understanding embraced by all; ensure conceptual clarity and uniformity in approach  DEPARTMENTAL OFFICIALS: CM’S developing and refining Inclusive Policies with schools  SLES OFFICIALS: Assist schools in transforming school cultures to respond to diversity.  CURRICULUM ADVISORS: Assists schools to understand and implement inclusive practices around curriculum  SCHOOLS: Review all Policies and re-align them with inclusion  WCED OFFICIALS: Capacity Building of SGB members - inclusive principles for all schools