3. Report of the Portfolio Committee on Basic Education on a Visit to the Inclusive
Education South Africa (IESA) Offices followed by visits to two Full Service School in
Cape Town, dated 23 June 2015.
The Portfolio Committee on Basic Education, having visited the Inclusive Education South
Africa (IESA) Offices followed by visits to two Full Service Schools in Cape Town on the 29
May 2015, reports as follows:
1.
Introduction
1.1
A delegation of the Portfolio Committee on Basic Education undertook a visit to the
Inclusive Education South Africa (IESA) Offices in Wynberg, Cape Town on 29 May
2015. This was followed by visits to two Full-service Schools namely:
 Fairview Full-service Primary School in Grassy Park, Cape Town
 Liwa Full-service Primary School in Nyanga, Cape Town
1.2
The visit followed an invitation from IESA to share their perspective on Inclusive
Education, including demonstrating examples of good inclusive practice in action.
1.3
Guided by the National Development Plan and the Medium Term Strategic
Framework, 2014-2019, the Portfolio Committee has identified oversight over the
implementation of Inclusive Education as one of its key priorities over the next five
years.
1.4
The delegation comprised the following members of the Portfolio Committee on Basic
Education: Hon N R Mokoto, MP (ANC) (Whip), Hon J Basson MP (ANC), Hon H D
Khosa MP (ANC), Hon D Mnguni MP (ANC) and Hon L M Ntshayisa.
1.5
Members of staff included Mr L A Brown (Committee Secretary), Mr D Bandi
(Content Advisor), Mr M Kekana (Researcher), Ms L Stofile (Researcher) and Ms R
Azzakani (Communications Officer).
1.6
The representative from the National Department of Basic Education was Dr M
Simelane, Director: Inclusive Education.
2.
Background and Context
2.1
Policy Context
The term Full-Service School was introduced in Education White Paper 6 on
Inclusive Education (2001) firstly, to underline the important role mainstream schools
can play in developing an inclusive system, and secondly, to clarify their role as
levers of change.
The National Development Plan (NDP) Vision for 2030 sets out to provide Inclusive
Education that enables everyone to participate effectively in a free society. The
Action Plan to 2019 for Schooling 2030, as aligned to the NDP, mandated the
Department of Basic Education (DBE), to strengthen the implementation of Inclusive
1
Education and to ensure greater success for all learners, particularly the previously
disadvantaged, to educational support in their local neighborhood schools. It is also
intended to contribute to the mind-set shift in the way the schooling system regards
special needs and disabilities.
2.2 Full-Service Schools and Inclusive Education
Full-Service Schools are first and foremost mainstream education institutions that
provide quality education to all learners by supplying the full range of learning needs
in an equitable manner. They have the capacity to respond to diversity by providing
appropriate education for the individual needs of learners, irrespective of disability or
differences in learning style or pace, or social difficulties experienced; and they
establish methods to assist curriculum and institutional transformation to ensure both
an awareness of diversity, and that additional support is available to learners and
educators where required.
Inclusive Education recognises the right of all children to feel welcomed into a
supportive educational environment in their own community. It refers to the capacity
of ordinary local schools and Early Childhood Development (ECD) Centres to
respond to the needs of all learners, including those requiring extra support because
of learning or physical disability, social disadvantage, cultural difference or other
barriers to learning.
2.3 Provision for different Disabilities in South Africa
Data of the DBE suggests that Intellectual disability in its various forms constitutes
the highest prevalence compared to all disabilities. Intervention and support for
intellectual disability requires Curriculum Differentiation in the main. Disabilities such
as deafness, blindness and Autism Spectrum Disorder do not constitute large
numbers but because of their complex nature require highly specialised interventions
in special schools.
In terms of special needs enrolment in special schools, the number of these schools
is steadily increasing, with new schools being built by Provincial Education
Departments (PEDs). According to available data of the DBE, in 2013, the total
number of Special Schools nationally stood at 444. Gauteng had the most number of
special schools at 131 followed by the Western Cape with 82 schools and KwaZuluNatal with 72. Nationally, the educator/learner ratio in Special Schools averaged 1:11
fluctuating between 10 and 12. Essentially, educators in Special Schools are
expected to provide individual attention to learners with minimal difficulty. The quality
of education in special schools remains a challenge.
In 2014, a total of 774 public ordinary schools were designated full-service schools
with a total of 25 213 learners. North West had the highest number of full-service
schools followed by the Western Cape, Mpumalanga, Free State and KwaZulu-Natal,
each with 100 such schools. The Free State had the highest number of enrollment of
learners with special educational needs followed by Gauteng, KwaZulu-Natal and
North West.
2
2.4 Inclusive Education Policy Implementation Profile for the Western Cape
According to the Western Cape Education Department, the Province has 1 457
schools of which 40 are implementing inclusive education. Currently there are 5 794
learners with disabilities in ordinary schools. The Province has five (5) full-service
schools per district and relied on 620 educators with requisite skills on remedial
education to implement the programme in ordinary schools. Through accredited
Higher Education Institutions a total of 320 educators receive training on inclusive
education. There are 472 itinerant learning support educators working with two/three
primary schools with only eight full-service high schools having learner support
educators. The Province has eight newly established Alternative and Augmentative
Communication/Assistive Device loan centres (AAC centres) – one per district.
Support of schools on the maintenance plan for special equipment such as mobility
aids and hearing aids is provided by the ACC centres and eight district therapy
coordinators. The Cape Teaching and Learning Institute, the Western Cape
Education Department’s training institute runs courses on addressing barriers to
learning. Multi-disciplinary inclusive education outreach teams operating from 16
Special School Resource Centres provide support to ordinary schools. Schools
designated as full-service schools are receiving training in all aspects of inclusion,
including creating an inclusive ethos at schools. The Province has successfully
mediated the Screening, Identification, Assessment and Support (SIAS) policy
through the province and training is forthcoming during the winter school vacation.
3.
Engagement with Inclusive Education South Africa (IESA)
Inclusive Education South Africa (IESA) was established in 1995 by a group of
concerned parents and has grown into an established Non-Governmental
Organisation (NGO) which advocated for the rights of all children to supportive
quality education. IESA was also involved in the formulation of the Inclusive
Education Policy with the roll-out of White Paper 6 being piloted in the Western
Cape.
IESA was involved with the training of at least 1 000 educators in managing diversity
in classrooms and was active in the Western and Northern Cape as well as KwaZuluNatal. They also influenced the implementation of good inclusive practices in schools
and Early Childhood Development (ECD) Centres which focused on early
identification and early intervention. The service provided by IESA included the
following:




Inclusive Education Training and Development – These included training
and development for teachers, ECD Centre staff, education departments
support staff and the Whole-School community
Advocacy and Awareness-raising – Improved implementation of national
Inclusive Education Policy at provincial, district and school level. Awarenessraising with parents regarding inclusive education at schools
Inclusive Schools Programme – Strengthening the learning environment
(primary and high schools)
Resource Centre – Library, resource materials and database of services
3


Vulnerable Learner Support Services – Free information and advice
service, training and workshops for parents and educators
Early Childhood Development – Practitioner training and capacity building
Inclusion of young children with disabilities into mainstream ECD Centres
significantly improves their opportunities for learning and participation as well as
benefitting social cohesion between all children. Through the support and funding by
the Department of Social Development, IESA was able to train 1 100 practitioners in
inclusive education per year. IESA also has projects running at schools in the
Northern Cape i.e. Springbok, Steinkopf, Brandvlei and Kleinsee. In the Eastern
Cape, IESA is working with a consortium of educational organisations in
Grahamstown – a three-year project aimed at strengthening inclusion at 12 identified
full-service schools in the district.
Some of the challenges being experienced in implementation included the following:
 Inclusive education was not integrated well into all DBE programmes.
 Inclusive education was not seen as a priority in the DBE Strategic planning
with no reporting on targets in the annual reports.
 There was poor budget planning and budget allocations were insufficient and
inconsistently utilised across provinces.
 The education system was still too focused on assessment for placement
rather than assessment for support.
 School admission processes were not aligned to the policy.
 In terms of teacher capacity, there was a lack of experience, confidence and
training in teaching to diversity.
 The formality of curriculum delivery and monitoring was a challenge.
Apart from the above challenges, IESA alluded to some of the successes and
achievements which included:
 A shift in understanding the concept of barriers to learning, increased levels of
support and continuum of support provision.
 Increased access to full-service schools as well as special school resource
centres.
 Development of the sign-language curriculum, including a draft of a
curriculum for learners with severe intellectual disability.
 The Gazetted policy on Screening, Identification, Assessment and Support
(SIAS).
 The development of the role of the school-based support teams.
 Provision of increased support from district and circuit teams.
4.
Visit to Full-Service Schools
4.1
Fairview Full-Service Primary School in Grassy Park, Cape Town
The school is situated in the Metropole South District (Circuit 3) in Grassy Park. As of
2015 the Fairview Full-service Primary School has 32 educators and 975 learners
with an average class-size of 38. The school buildings were in a very good condition
with classrooms and facilities accessible to all learners, including those with
disabilities. The school had adequate ablution facilities for all learners and staff and
4
was a safe and secure place for all learners and educators. With final renovations
underway, the school was challenged in accessing specialized equipment for
learners with disabilities.
Fairview Full-Service Primary School had a basic level of teaching and learning
materials needed for inclusive education with qualified educators with availability of
qualified remedial/learning support teachers. There was greater flexibility in teaching
methods and assessment of learning with additional support and intervention to
ensure learners access and progress in the general curriculum. The School
Management Team also received the necessary training in management skills
regarding inclusive education and learners have access to specialist support staff
(counsellors, psychologists, speech therapists, social workers and diagnostic
psychologists). The school had a good collaborative relationship with various
therapists in the area – as well as access for learners to the nearby Art School.
Learners at the school also received the necessary screening on health matters
including eye-sight, hearing and malnutrition. The school had a small budget for the
services of teacher assistants – but this needed to be increased. Staff also received
training in the assessment of learner needs for placement in appropriate intervention
programmes.
The delegation concluded its visit with a walk-about of the school and some of its
classrooms.
4.2
Liwa Full-Service Primary School
Liwa Full-Service Primary School is a newly designated full-service school situated in
Nyanga. As of 2015 the school has a learner enrolment of 507, 16 educators and an
average class size of 37. The school has a full-time remedial/learning support
teacher to support learners. The school has one learner with a mild physical
disability. Many learners at the school faced social challenges requiring differentiated
learning.
It was noted that learners have access to a District team of specialist support staff
such as psychologists and therapists who visit the school once a week. The District
support team also supported educators to implement Inclusive Education.
With regard to infrastructure, the school buildings were in good condition though
there was a need for renovations in some buildings. Not all classes were universally
accessible. The Committee was informed that assistive technology and specialized
equipment was provided according to the need of individual learners through the
District Based Support Team via a newly established assistive Devices Loan Centre
which will operate per district. The Department of Health supported learners with
regards to wheelchairs, walking frames and hearing aids.
It was highlighted that the school environment was not safe due to informal business
activities next to the school.
The delegation concluded its visit with a walk-about of the school and some of its
classrooms.
5
5.
Portfolio Committee Observations








6.
The Portfolio Committee welcomed IESA’s initiative to share their perspective
on best practice regarding the implementation of Inclusive Education.
Members appreciated that IESA aimed to provide training and on-site support
to facilitate effective inclusive practice and supportive partnerships.
The Committee sought clarity as to whether IESA was a training institution
and raised concerns over the continued development and training of
educators, especially special needs educators. It was noted that IESA’s
training programmes were registered with the South African Council for
Educators (SACE).
The Committee noted the concerns raised regarding the challenges around
the implementation and training on the CAPS with reference to Curriculum
Differentiation. Subsequent training on the CAPS was limited when offered.
Many educators were unable to implement curriculum differentiation. The
Committee was concerned that the CAPS training at the time was more
geared towards orientation, rather than actual training.
The Committee noted the concerns over the limited budget available for the
services of training assistants which were largely not budgeted for by schools.
The Committee acknowledged the outcry for in-depth CAPS training and
development focusing on Curriculum Differentiation, especially at Foundation
Phase where it was most important.
The Committee further noted the Department’s intention to strengthen
education provision for all learners through the introduction of the vocational
occupational pathway, to add to the existing academic and technical
vocational streams.
The Committee queried whether IESA was planning similar centres in other
provinces.
Members noted that, although Liwa Full Service Primary School was
operating as a full service school, it had not yet been formally registered.
Portfolio Committee Recommendations
The Portfolio Committee recommends that the Minister of Basic Education ensure
that the Department of Basic Education:




Together with the Western Cape Education Department, use the
Expanded Public Works Programme (EPWP) as a tool for employing
teaching assistants to broaden the impact of an inclusive curriculum in the
education system.
Continue its pursuit for a possible three-stream curriculum to
accommodate academic, vocational/skills and technical streams.
Ensure focused attention on the continued development and training of
educators, especially special needs educators.
Ensure that all educators receive the necessary training, development
and implementation of CAPS; particularly at the Foundation Phase.
6


Ensure that Inclusive Education is integrated more effectively into all DBE
programmes and becomes a priority in the Department’s Strategic
planning.
Ensure sufficient and adequate budget planning and budget allocations to
provinces. The Department should ensure effective monitoring and
oversight in respect of the utilisation of these budgets by provinces.
 Together with the Western Cape Education Department, take the necessary
steps to accelerate the formal registration of Liwa Full Service primary
School to enable it to receive the necessary funding.
Report to be considered
7