progress in the implementation of inclusive education portfolio committee on basic education mr hm...

PROGRESS IN THE IMPLEMENTATION OF

INCLUSIVE EDUCATIONPortfolio Committee on Basic Education

Mr HM MweliActing DDG: Curriculum Policy, Monitoring and Support

Date: 9 September 2014

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

Website: www.education.gov.zaCall Centre: 0800 202 933 | [email protected]

Twitter: @DBE_SA | Facebook: DBE SA

LEGISLATIVE AND POLICY FRAMEWORK

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

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

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

6



INCLUSIVE EDUCATION IN PERSPECTIVE

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

INCLUSION DEFINED

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

NECESSITATED PARADIGM SHIFT

‘special needs’ (within child deficit; medical deficit

model)

‘barriers to learning and development’

(systems change – social rights model)



ACCESS TO EDUCATION FOR CHILDREN WITH DISABILITIES

PROVISION FOR DIFFERENT DISABILITIES: 2011-2013

Disability 2011 2012 2013Severe Intellectual Disability 27 931 27 837 27 131

Mild or Moderate Intellectual Disability 27 179 28 942 30 424

Specific Learning Disability 12 927 11 904 13 051

Cerebral Palsy 6 591 6 651 6 127

Deaf 6 470 6 388 6 590Other 5 179 6 009 10 780

Behavioural Disorder 5 123 4 843 4 427Physical Disability 3 918 4 004 3 888

Attention Deficit Disorder 3 077 3 956 3 396

Partially Sighted 2 493 2 598 2 495

Epilepsy 2 426 2 686 2 542

Autistic Spectrum Disorder 2 190 2 852 2 753

Hard of Hearing 1 363 1 503 1 347

Blind 1 136 1 259 1 307Psychiatric disorder 202 132 145

Deaf/Blind 35 34 122Multiple Disability *5

DISABILITY CATEGORIES PER PROVINCE: 2013

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

SPECIAL SCHOOLS ENROLMENT: 2012

Province No. of Schools

No. of Learners

No. of Educators

Educator: Learner Ratio

EC 42 9 117 854 11

FS 21 5 801 625 9

GP 131 41 184 3 393 12

KZN 72 16 264 1 393 12

LP 34 8 524 684 12

MP 20 3 549 355 10

NC 10 1 646 165 10

NW 32 5 437 465 12

WC 82 20 076 1 802 11

National 444 111 598 9 739 11

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

FULL SERVICE SCHOOLS SNE LEARNERS: 2014

Province No. of Full Service Schools

Special Needs Enrolment

EC 26 2 272

FS 132 8 110

GP 74 4 310

KZN 101 4 295

LP 17

MP 140 1 471

NC 4 489

NW 150 2 546

WC 147 1 720

National 791 25 213

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)

ACCESS FOR CHILDREN AGED 0-4 YEARS

Province 2009 2010 2011 2012 2013

Eastern Cape 32.2 35.5 34.2 40.3 46.2

Free State 34.1 34.0 31.0 40.6 55.0

Gauteng 39.7 45.7 44.9 44.9 63.7KwaZulu-Natal 23.6 21.7 22.6 25.3 32.2

Limpopo 32.0 28.6 44.8 39.1 44.5

Mpumalanga 32.2 27.6 30.3 34.5 32.4

North West 20.8 27.1 27.6 38.2 46.6Northern Cape 18.8 20.5 27.3 27.3 34.9Western Cape 18.2 41.0 31.0 35.1 39.4

SA 28.3 31.5 33.9 36.7 43.7

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

ACCESS TO EDUCATION FOR 5-YEAR OLDS

Province 2009 2010 2011 2012 2013

Eastern Cape 77.8 90.0 87.7 92.0 95.5

Free State 81.9 79.9 72.7 81.8 76.6


Limpopo 93.3 94.9 91.5 94.0 93.6

Mpumalanga 79.6 87.2 81.8 85.2 80.8


SA 80.5 84.5 82.1 85.2 85.2

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

ATTENDANCE OF 7-15 YEAR-OLDS TO SCHOOL

Province 2009 2010 2011 2012 2013

Eastern Cape 91.7 92.4 87.3 88.9 90.1

Free State 92.6 96.4 95.0 94.8 91.1


Limpopo 87.9 92.8 95.1 87.7 86.7

Mpumalanga 93.3 96.1 96.1 95.5 92.1


SA 90.2 93.5 92.4 92.4 92.5

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

ACCESS TO EDUCATION FOR 16-18 YEAR OLDS

Province 2009 2010 2011 2012 2013

Eastern Cape 42.8 70.6 81.1 40.2 34.5

Free State 70.1 66.7 76.8 89.5 88.8


Limpopo 67.8 63.3 84.8 87.5 43.9

Mpumalanga 100.0 79.6 96.2 85.7 58.5


SA 53.3 68.1 79.3 66.7 70.3

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



RESOURCING THE INCLUSIVE EDUCATION POLICY

PROGRAMME 4 SPENDING

2013/14

Provinces Main

Budget

Adjustme

nts

Adjusted

Budget

Actual Expenditure as at 31

March 2014

Projected Expenditur

e for 2013/14

Projected under / (over)-

expenditure

% Spent-March 2014

R'000 R'000 R'000 R'000 R'000 R'000 %

Eastern Cape 494 325 306 494 631 468 623 468 623 26 008 94.7%

Free State 290 460 63 935 354 395 354 698 354 698 ( 303) 100.1%

Gauteng 1 612 043 62 957 1 675 000 1 631 642 1 631 642 43 358 97.4%

KwaZulu-Natal 750 887 26 093 776 980 845 635 845 635 ( 68 655) 108.8%

Limpopo 326 732 29 349 356 081 353 170 353 170 2 911 99.2%

Mpumalanga 211 847 714 212 561 200 947 200 947 11 614 94.5%

Northern Cape 97 299 ( 7 000) 90 299 83 399 83 399 6 900 92.4%

North West 288 491 42 100 330 591 331 308 331 308 ( 717) 100.2%

Western Cape 894 743 13 326 908 069 910 459 910 459 ( 2 390) 100.3%

TOTAL 4 966 827 231 780 5 198 607 5 179 881 5 179 881 18 726 99.6%

PER LEARNER EXPENDITURE IN SPECIAL SCHOOLS

PROVINCE 2013/14 2014/15 2015/16

Eastern Cape 86025 89115 91710

Free State 67392 65276 66411

Gauteng 42061 44746 47285

KwaZulu Natal 44918 46879 48588

Limpopo 39797 40579 42816

Mpumalanga 60252 60363 62251

Northern Cape 58263 59796 61989

North West 46419 49760 52468

Western Cape 45955 48783 51287

National Average: 54564 56144 58311

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

EXPANSION OF INCLUSIVE EDUCATION EXPENDITURE

PROVINCE

Approved Budget 2013/14

Adjustments Adjusted Budget 2013/14

Expenditure Spent % 2014 MTEF2014/15 2015/16

R’100 R’100 R’100 R’100 R’100 R’100EC - - - - - - -FS 14 226 (7 513) 6 713 5 322 79.3% 1 330 1 330 GP 38 614 16 800 55 414 22 637 40.9% 40 506 42 369 KZN - - - - - - LP 13 014 - 13 014 4 948 38.0% 8 640 9 414 MP 53 155 - 53 155 66 059 124.3% 56 090 59 118 NC - - - - - - -NW - - - - - WC 76 871 76 871 62 858 81.8% 81 748 86 223 National Total

144 07 6 72.86%

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%

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.

HEALTH PROFESSIONAL AND SOCIAL SERVICES PERSONNEL PROVISIONING

Province

Child Care Workers

Nurses

Occupatio-nal Therapists

Physio-Thera-pists

Psycholo-gists

Senior Profes-sional Nurses

Social Wor-kers

Speech Thera-pists

TOTAL

EC 92 7 13 8 12 10 3 8 153

FS 4 2 26 11 11 7 31 5 97

GT 33 10 107 33 51 47 40 84 405

KZ 13 10 42 20 19 19 11 34 168

LP 0 5 0 0 0 3 0 0 8

MP 67 4 4 0 6 3 4 1 14

NC 0 3 0 1 7 2 3 16

NW 0 1 4 5 6 9 0 1 26

WC 10 29 80 40 222 33 189 53 656

Grand

Total219 71 276 118 334 133 281 186 1543



2013 THE YEAR OF INCLUSIVE EDUCATION AND RELATED

DEVELOPMENTS



CURRICULUM RELATED DEVELOPMENTS

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

TEACHERS & OFFICIALS TRAINED IN SASL IN 2013/14

Province No. of Teachers & Officials Trained

EC 94

FS 0

GP 130

KZN 0

LP 0

MP 576

NC 28

NW 58

WC 0

National 886

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

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

40

CURRICULUM DIFFERENTIATION: SUBJECT ADVISORS

Province

IP2012

SP 2013

Grade 102011

Grade 112012

Grade 122013

Total

EC 256 237 359 510 404 1 766

FS 45 78 137 136 80 476

GT 47 181 351 523 355 1457

KZ 108 275 459 307 242 1391

LP 45 188 435 437 342 1447

MP 46 203 339 350 171 1109

NC 84 147 73 139 83 526

NW 162 195 212 265 158 992

WC 73 173 167 184 113 710

Total 866 1677 2532 2851 1948 9874



PROCUREMENT OF LTSM, ASSISTIVE DEVICES AND

EQUIPMENT

Procurement of Assistive Devices

ProvinceNo. of

SchoolsAAC

Devices

Braille Type-writer Crutches Hearing Other

Wheel-chairs

EC 22 290 95 32 257 91 77FS 5 20 37 35 72 7 95GT 67 599 84 124 1128 530 337KZ 52 616 62 135 826 390 242LP 25 82 88 123 271 34 244MP 8 21 2 7 33 11 15NC 0 0 0 0 0 0 0NW 16 141 20 28 32 46 28WC 32 116 55 34 730 236 64

Grand Total 227 1885 443 518 3349 1345 1104

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

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

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



TEACHER DEVELOPMENT ACTIVITIES

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 ensued and 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

48

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

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

TEACHERS & OFFICIALS TRAINED IN BRAILLE: 2013/14

Province No. of Teachers and Officials Trained

EC 60

FS 0

GP 50

KZN 0

LP 0

MP 140

NC 11

NW 50

WC 0

National 311



BEST PRACTICES

BEST PRACTICES FROM PEDs• NC has developed a comprehensive full service school at

Kleinsee in partnership with De Beers

• WC has procured specialised equipment for all 5 Schools for the Deaf and trained teachers to utilise these

• WC has put in place outreach multi-disciplinary teams from departments to support centres for profoundly intellectually disabled children as a strategy to reach out-of-school children with disability and support to schools

• Reportedly, FS has established SBSTs in all the schools

• WC has established support structures at district and circuit level with specialists at district supervising and supporting counterparts at circuit level

• NW promptly provides data - good systems could be in place



CHALLENGES

CHALLENGES AND REMEDIATIONChallenge Remediation

Dealing with disabilities demands a multi-disciplinary approach and involvement of different disciplines

DBE is strengthening its partnerships with other departments institutions and civil organisation

Inter-departmental and stakeholder involvement is not efficiently coordinated

DBE has established the Education Collaborative Framework to enhance stakeholder mobilisation

Incoherent understanding of Inclusive Education intentions

DBE is making use of media platforms and available opportunities to consolidate the understanding

Inadequate resourcing of the Inclusive Education policy at all levels both in terms of personnel and funding

DBE has submitted a bid for funding to National Treasury

Shortage of specialised skills among teachers in dealing with disabilities

Teacher training activities in areas of specialisation in hearing and visual impairment are being rolled out

Specialist professionals are largely employed by Departments of Health and Social Development

The strengthened inter-departmental partnership is intended to ameliorate the challenge



CONCLUDING REMARKS

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)



THANK YOU

progress in the implementation of inclusive education portfolio committee on basic education mr hm...

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