Presentation on theme: "Strengthening Specialised Education Support in the WCED Provincial Principals’ Forum 10 February 2012."— Presentation transcript:
1Strengthening Specialised Education Support in the WCED Provincial Principals’ Forum 10 February 2012
2SITUATIONAL ANALYSIS OBTAIN BASELINE DATA OBTAIN INFORMATION RE DISTRICT PRACTICEOBTAIN INFORMATION RE STAKEHOLDER NEEDSDEVELOP COMMON UNDERSTANDING OF WHITE PAPER 6IDENTIFY RESOURCESMAINTENANCE ACTIVITIESADVOCACY
3THE SHIFT…From Special Needs Education to Specialised Education Support……A Specialised Education Support Service that enhances education for all
4THE DRIFT Mainstream not coping with under-performing learners Low intensity support (e.g. from Learning Support Teachers) not enoughNeed for moderate level of support but until 2010 resources not really available in the ordinary/mainstream schoolLearners needing a moderate level of support referred to Special Schools (high intensity support) as pre- Full Service/Inclusive Schools and Inclusive Education teams there was little or no alternativeSoon there was not enough place in Special Schools for learners needing high intensity support
5WHITE PAPER 6 (2001)Building an Inclusive Education and Training SystemContinuum of SupportFull Service/InclusiveSchools (108)Special Schools (73)Ordinary/MainstreamSchoolsLOWMODERATEHIGH HIGHSpecial SpecialSchools Schools asResource Centres(17)+ IE TeamsMainstream Itinerant LearningSupport Teacher+ Mainstream Unit/Resource Class+ Specialist Support( IE Team)+ Itinerant Learning Support TeacherSpecial CareCentres (47)+ MD Team
6Full-service/Inclusive schools A full-service schoolIs equipped and supported to provide for a greater range of learning needsActs as a beacon of the transformation in education by developing cultures, policies and practices that celebrate diversity, value educational innovation and differentiate to meet the needs of all learners
7High intensity support needs learners in Special Schools
15Starting with the last S in SIAS - ensuring support is in place first
16NB Developments affecting SES Premier’s Deaf Task TeamWCFID Court CaseCAPSGrade R pilotSoS, SID curriculum developmentNational Audit of Special SchoolsIntegrated School Health PlanCare and Support for Teaching and LearningRight to Education for Children with Disabilities Campaign
17Care and Support for Teaching and Learning (CSTL) is a national framework proposed by the Department of Basic Education to facilitate the co-ordination and integration of interventions which aim to address the needs of vulnerable learners.
18CSTL · Infrastructure, water and sanitation · Safety and security · Social welfare services· Nutrition· Health promotion· Psychosocial support· Curriculum support· Co-curricular activities· Material support
19Strengthening Specialised Education Support - The 10 point plan
20Strengthening Specialised Education Support 1. Strengthening of Special Schools by the additional training of staff, provision of resources, quality assurance and exposure to best practice models.2. Incrementally transforming Special Schools into Resource Centres for mainstream and other Special Schools.3. Targeting provision of additional places in Special Schools for learners identified as having high support needs in areas where such provision does not exist or for categories of disability where there is a shortage of places.4. Developing appropriate educational programmes and support for out of school LSEN/learners who experience barriers to learning.5. Transforming selected mainstream schools into model Inclusive Schools which are strengthened and supported to cater for learners with low to moderate levels of support needs and to improve academic outcomes for all. Model inclusive schools to serve as beacons for the strengthening and transformation of all mainstream schools.
21Strengthening Specialised Education Support 1. Identifying local examples of good practice and resources re LSEN/Barriers to Learning and disseminating these.2. Enhancing Specialised Education Support provision by ensuring that all specialised staff provide high quality service and focus on preventative and capacity building interventions.3. Developing capacity in all sectors of the Education Department to understand to provide an appropriate response re barriers to learning / special educational needs.4. Fostering inter-sectoral partnerships for early identification and intervention for LSEN/prevention of barriers to learning and for continued support where needed.5. Harnessing the contribution of parents and civil society to include and support learners who are differently abled or experience barriers to learning thus helping to build the desired inclusive South African society.
22Role of the Specialised Learner and Educator Support Component The Vision in White Paper 6, is the development by the Specialised Education support component and other role-players of an inclusive education and training system.In such an inclusive system, there will be capacity at all sites of learning and in all sectors of the education system to identify and address barriers to learning and development.The education system will be able to recognise and then accommodate diverse learning needs.Specialised support will be provided in a range of settings for all those learners who require this..
23DBE Action Plan to 2014GOAL 26“To increase the number of schools which effectively implement the Inclusive Education policy and have access to centres which offer specialist services”
24Operationalising the plan for Strengthening Specialised Education Support
25Progress towards implementing the Inclusive Education model