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PROGRESS IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION

PROGRESS IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION. Portfolio Committee on Basic Education Mr HM Mweli Acting DDG : Curriculum Policy, Monitoring and Support Date: 9 September 2014. PRESENTATION OUTLINE. Legislative and policy framework Inclusive education in perspective

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PROGRESS IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION

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  1. PROGRESS IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION Portfolio Committee on Basic Education Mr HM Mweli Acting DDG: Curriculum Policy, Monitoring and Support Date: 9 September 2014

  2. PRESENTATION OUTLINE • Legislative and policy framework • Inclusive education in perspective • Access to education for children with disabilities • Resourcing the Inclusive Education Policy • 2013 The Year of Inclusive Education and related developments • Curriculum-related developments • Procurement of LTSM, assistive devices and equipment • Teacher development activities • Best practices • Challenges • Concluding remarks

  3. LEGISLATIVE AND POLICY FRAMEWORK

  4. LEGISLATIVE AND POLICY FRAMEWORK • The Constitution of the Republic of South Africa, 1996 • The UN Convention on the Rights of People with Disabilities • The National Education Policy Act 27 of 1996 • The South African Schools Act 84 of 1996 • Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System, July 2001 • Conduct Policy on Accommodations, May 2014

  5. NATIONAL DEVELOPMENT PLAN - 2030 • Providing Inclusive Education that enables everyone to participate effectively in a free society • Education to provide knowledge and skills that people with disabilities can use to exercise human rights • Ensuring that all children with disabilities have access to quality education will help South Africa meet its employment equity goals in the long run

  6. WP6 POLICY DIRECTIVES • Education White Paper 6 makes the following provisions for the implementation of Inclusive Education: • Building capacity in all education departments; • Establishing district-based support teams (DBSTs); • Establishing school-based support teams (SBSTs); • Identifying, designating and establishing full service schools (FSSs); • Establishing mechanisms for the early identification of learning difficulties using SIAS( Screening, Identification, Assessment & Support); • Developing professional capacity of all educators in curriculum development and assessment e.g. Curriculum Differentiation • Mobilizing public support; and • Developing an appropriate funding strategy

  7. INCLUSIVE EDUCATION IN PERSPECTIVE

  8. INCLUSION CONCEPTUALISED • Humphrey (2008) acknowledges absence of universally agreed upon definition and isolates the following constructs: • Presence: promotion of visibility of persons (recognition) who are normally excluded from activities of peers in a normal learning context without withdrawal to “special classes or integrated segregation” • Acceptance: degree to which communities and societies acknowledge the diversity and rights of those who are different from them to operate in similar educational and social settings • Participation: involvement of persons with differentiated needs in the quality of their learning experiences • Achievement: promotion of higher academic progress with better socio-emotional interactions in inclusive settings

  9. INCLUSION DEFINED Inclusion is a process of addressing and responding tostudents’ diversity by increasing their participation in learning, cultures and communities, and reducing exclusion within and from education(UNESCO, November 2005)

  10. NECESSITATED PARADIGM SHIFT ‘special needs’ (within child deficit; medical deficit model) ‘barriers to learning and development’ (systems change – social rights model)

  11. ACCESS TO EDUCATION FOR CHILDREN WITH DISABILITIES

  12. PROVISION FOR DIFFERENT DISABILITIES: 2011-2013

  13. DISABILITY CATEGORIES PER PROVINCE: 2013

  14. DISTRIBUTION IRO CATEGORIES OF DISABILITIES • Intellectual disability in its various forms constitutes the highest prevalence compared to all disabilities • Albeit the high prevalence of intellectual disability, intervention and support are not resource-intensive but require 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

  15. SPECIAL SCHOOLS ENROLMENT: 2012

  16. SPECIAL NEEDS ENROLMENT IN SSs • The number of special schools is steadily increasing over time – new specials are being built by PEDs • The educator: learner ration in special schools averages 1: 11 fluctuating between 10 and 12 • Essentially, teachers in special schools are expected to provide individual attention to learners with minimal difficulty which is what is required for this learner population • On the contrary the quality of education in special schools remains challenging and has to be investigated

  17. FULL SERVICE SCHOOLS SNE LEARNERS: 2014

  18. SPECIAL NEEDS ENROLMENT IN FSSs • NW has the highest number of full service schools followed by WC, MP, FS and KZN – each has over 100 such schools • FS has the highest enrolment of learners with special education needs followed by GP, KZ and NW • The highest SNE enrolment numbers in FS may be attributed to that reportedly all schools have school-based support teams (SBSTs)

  19. ACCESS FOR CHILDREN AGED 0-4 YEARS

  20. ACCESS FOR CHILDREN AGED 0-4 YEARS… • There has been a steady growth in 0-4 year old children with disabilities receiving ECD programmes from 28.3% in 2009 to 43.7% in 2013 • The growth pattern however varies from province to province • Availability of facilities and resources could be responsible for the disparities across provinces • Much still needs to be done to conscientise communities about the importance of early access to education programmes particularly those who Deaf, Blind and with Autistic Spectrum Disorder

  21. ACCESS TO EDUCATION FOR 5-YEAR OLDS

  22. ACCESS TO EDUCATION FOR 5-YEAR OLDS… • A marked national growth in the percentage of 5 year-olds attending grade R in educational institutions recorded 80.5% in 2009 and 85.2% in 2013 • The growth has however not been steady throughout the period • Variations across provinces are evident in this group too • Attendance of above 90% in 2013 was recorded in the EC, GP, and LP probably for various reasons • LP and EC being largely rural provinces could have recorded these percentages due to poverty whilst GP could be having a large number of private education institutions which could add to the numbers

  23. ATTENDANCE OF 7-15 YEAR-OLDS TO SCHOOL

  24. ATTENDANCE OF 7-15 YEAR-OLDS TO SCHOOL • Overall, there has not been a significant growth in attendance nationally in this group between 2009 and 2013 • Over the 5 year period attendance grew only from 90.2% in 2009 to about 92% in 2010 remained consistent at this mark though to 2013 • The progressive conversion of public ordinary schools to full service/inclusive schools is likely to have contributed to this marked growth • To date, 774 public ordinary schools have been designated as full service schools with 25 213 learners with special needs in enrolment

  25. ACCESS TO EDUCATION FOR 16-18 YEAR OLDS

  26. 16-18 YEAR OLDS IN EDUCATIONAL INSTITUTIONS • Notwithstanding the overall significant growth in participation of 16-18 year-olds with disabilities in education, the growth rate remains lower than that of children without disabilities • Access rate has been fluctuating albeit in an upward trend from 53.3% in 2009 to 70.3% in 2013, overall • The fluctuation in numbers could be due to data quality resulting from disability definitions • The improvement in the participation could be attributed to the improved implementation of the IE policy • The implementation of IE has increasingly been coupled with mobilisation of stakeholders

  27. RESOURCING THE INCLUSIVE EDUCATION POLICY

  28. PROGRAMME 4 SPENDING

  29. PER LEARNER EXPENDITURE IN SPECIAL SCHOOLS

  30. CHALLENGES WITH EXPENDITURE UNDER PROGRAMME 4 • Per capita expenditure is high compared to ordinary schools • Utilisation of funding not optimal and does not ensure quality curriculum delivery and support • Expenditure on training is minimal, leaving large percentage of teachers without specialised qualifications • Staffing in critical areas is inadequate e.g. hostel staff, etc. • There is acute shortage of health professionals in rural areas • No standardisation and monitoring of procurement and utilisation of assistive devices and technology • The total national under-spending in Programme 4 amounts to R18,7 million which is problematic in the face of many challenges being reported in special schools such as lack of assistive technology, equipment and services to children with profound intellectual disability who do not receive educational stimulation programmes whatsoever

  31. EXPANSION OF INCLUSIVE EDUCATION EXPENDITURE

  32. EXPANSION OF INCLUSIVE EDUCATION BUDGET Findings: • Only 5 of the 9 provinces have allocated the budget • There is a direct correlation in terms of funding inclusive education and general learner attainment and performance in a province • In 2013/14 R14 407 654 000 was allocated nationally which was adjusted to R6 911 454 000. • Only 72.86% of the adjusted budget was spent across the provinces • MP overspent with 124.3% • Of the other provinces WC and FS were the highest at 81.8% and 79.3% respectively and Limpopo the lowest with 38%

  33. EXPANSION OF INCLUSIVE EDUCATION BUDGET Steps to be taken to improve expenditure in this programme • By developing norms for resourcing inclusive education, all provinces will be compelled to implement the policy, which now seems to be optional • The business plans developed by provinces should be monitored more closely on a quarterly basis • Provinces should be assisted through national transversal tenders for the procurement of goods and services • Full-service and ordinary schools should receive a per learner allocation to improve support to learners with disabilities, e.g. through supply of assistive technology and access to itinerant support services • Training initiatives should be conducted to increase capacity to deliver the inclusive education programmes through District-based and School-Based Support Teams.

  34. HEALTH PROFESSIONAL AND SOCIAL SERVICES PERSONNEL PROVISIONING

  35. 2013 THE YEAR OF INCLUSIVE EDUCATION AND RELATED DEVELOPMENTS

  36. CURRICULUM RELATED DEVELOPMENTS

  37. SOUTH AFRICAN SIGN LANGUAGE R-12 • Extensive consultation was carried out on the Draft CAPS for SASL and the Grade 9 Bridging Programme which were completed in December 2012 • HEDCOM and CEM approved its gazetting for public comments in September 2013 • 39 Schools for the Deaf were audited in August 2013 to inform implementation • In February/March 2014 public comments incorporation was completed • CAPS for SASL were approved to policy in July 2014 and policy and regulations amendments ensued • The Implementation Plan has been developed and approved by HEDCOM • Preparations for implementation at Foundation Phase and grade 9 are underway for 2015

  38. TEACHERS & OFFICIALS TRAINED IN SASL IN 2013/14

  39. CURRICULUM FOR SCHOOLS OF SKILL • In October 2013 Minister approved the establishment of a Steering Committee for the development of: • An exit qualification at NQF level 1 • A Learning Programme for profoundly intellectually disabled learners (PID) • A Learning Programme for learners with severe intellectual disability (SID) • A Learning Programme for moderately intellectually disabled learners (MID) • Three briefing sessions of the Steering Committee have taken place between October 2013 and June 2014 • A framework for developing the Learning Programmes has been finalised • A list of 20 subjects for MID has been developed • About 83 curriculum writers have been identified and are in a process of being appointed

  40. CURRICULUM DIFFERENTIATION • The following has been achieved by DBE on the Institutionalisation of Curriculum Differentiation: • Development of teacher training manual and Facilitators Guide by July 2013 • Training of 43 National Training Team (NTT) members across disciplines on 24-26 July 2013 • Development of a Integrated Implementation Plan for the system in 2014 • Four PEDs: GP, KZN, NC and WC have already conducted training of district officials

  41. CURRICULUM DIFFERENTIATION: SUBJECT ADVISORS

  42. PROCUREMENT OF LTSM, ASSISTIVE DEVICES AND EQUIPMENT

  43. Procurement of Assistive Devices

  44. PROCUREMENT OF ASSISTIVE DEVICES… • Assistive devices and technologies mitigate the impact of disabilities and enhance learner participation in learning • DBE monitors and provides support to PEDs in procuring assistive devices and technologies • 227 (51.4%) of 442 special schools are providing AAC devices, Braille typewriters, crutches, hearing devices and wheelchairs • Basic minimum packages of equipment for Schools for the Deaf, teachers and learners were assembled and costed in 2013 per province in preparing for the SASL implementation from 2015 • WC has procured the SASL specialised equipment for its 5 Schools for the Deaf • 12 of the 22 Schools for the Blind were found to have Braille production through the Oct/Nov 2013 survey

  45. ADAPTATION OF WORKBOOKS • Grades R-9 mathematics and language workbooks were adapted for Braille and large print production in 2013 • Adapted workbooks for visually impaired are being Brailled, printed and distributed • Teacher Guides have been developed on the utilisation of workbooks for AAC learners • Guidelines have been developed for teachers on the adaptation of LTSM and utilisation of assistive devices • A Teacher Guide on the utilisation of workbooks with Deaf learners was finalised

  46. PROCUREMENT AND DISTRIBUTION OF BRAILLE LTSM • In 2013 DBE distributed 500 grades 1-6 Mathematics workbooks and toolkits to all 22 Schools for the Blind • In 2014 DBE distributed grades 1-3 Home Language workbooks and toolkits in 11 official languages • Workbooks are accompanied by Teacher Guides • Master copies are being developed for other grades • In December 2013 a textbook selection for Senior Phase and grade 12 was conducted for the catalogue • PEDs are procuring Braille textbooks as they become available from Pioneer Printers in the WC • FS, MP, NC, NW and WC have already submitted procurement orders to DBE • DBE has considered ICT to expedite access to information for visually impaired learners

  47. TEACHER DEVELOPMENT ACTIVITIES

  48. MECHANISMS FOR EARLY IDENTIFICATION AND INTERVENTION IN LEARNING DIFFICULTIES • DBE has conducted a review of the screening, identification, assessment and support (SIAS) • PEDs started preparation for SAIS policy implementation in 2013 • PEDs have trained an excess of 13 000 existing SIAS • DBE finalised the review of SIAS in July 2013 • Consultations ensuedand involved DoH, DSD, HEDCOM, CEM • CEM approved the draft for gazetting for public comment in 2014 • SAIS is in the process of being approved to policy • Through DBE – DST partnership an e-Health project piloted at Cofimvaba district in the EC • This innovation seeks to improved ISHP implementation • The e-Health project has potential to provide relief in SIAS policy implementation if rolled out in largely rural provinces

  49. FULL SERVICE AND SPECIAL SCHOOLS GUIDELINES • Guidelines for Special Schools and Full Service Schools were developed to guide and improved the quality of education and support in schools • Teacher Training Manuals were developed for both sets of guidelines in 2013 • National training teams (NTTs) comprising 90 members were orientated in both guidelines in July 2013 • PEDs submitted costed roll-out plans early in 2014 and DBE consolidated the plans • Three PEDS: GP, KZN and WC have already conducted training in both sets of guidelines

  50. SPECIALISED TEACHER TRAINING • During 2013/14, 594 teachers were trained in South African Sign Language as language of learning and teaching (LoLT) • 37 teachers from 16 of the 22 Schools for the Blind were trained in Curriculum Adaptation and grade 1 Braille • A Training Manual in Braille has been developed for use on site during 2014/15 targeting 440 teachers – SAQA accredited • Through DBE – University of Pretoria partnership the following training activities are planned: • Utilisation of assistive devices • Curriculum Adaptation • Understanding eye conditions • Orientation and Mobility • Managing Braille Production Plants • DBE – ETDP SETA partnership has planned Autism teacher training pilot to involve 50 teachers

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