Progress Report on Inclusive Education and Special Needs Education

Progress Report on Inclusive Education and Special Needs Education
Portfolio Committee on Basic Education Meeting 30 May 2017 Presenter: Mr HM Mweli

OUTLINE OF PRESENTATION
Purpose of the presentation. Directives for the Inclusive Education Policy. Access to education for learners with special education needs (SNE). Measures that are implemented to improve access to education for SNE learners. Inclusive strategies and interventions to improve quality education and support. Challenges and possible remedial actions. Strategic focus for 2017 to 2021. Recommendation. 2.

PURPOSE OF THE PRESENTATION
To present a progress report on the implementation of White Paper 6 and plans toward the full implementation of the policy by 2021 for discussion and contribution towards realising the vision of White Paper 6. 3.

STRATEGIC AND POLICY DIRECTION
4.

SUSTAINABLE DEVELOPMENT GOAL 4
“Ensure inclusive and equitable quality education that promotes lifelong learning opportunities for all” Three priority areas: Fostering youth employment and entrepreneurship; Promoting equity and gender equality; and Facilitating transition to green economies and sustainable societies. 5.

NDP GOAL AND OBJECTIVE “Provide inclusive education that enables everyone to participate effectively in a free society. Education provides knowledge and skills that people with disabilities can use to exercise a range of other human rights, such as the right to political participation, the right to work, the right to live independently and contribute to the community, the right to participate in cultural life, and the right raise a family. Ensuring that all children with disabilities have access to quality education will help South Africa meet its employment equity goals in the long run.” (National Planning Commission: National Development Plan, November 2011) 6. 6

THE 2015 WORLD EDUCATION FORUM DECLARATION
'Inclusion and equity in and through education is the cornerstone of a transformative education agenda, and we therefore commit to addressing all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes. No education target should be considered met unless met by all.' World Education Forum: Incheon Declaration, 2015, article 7. In 2015, the World Education Forum adopted the Incheon Declaration saying 'Inclusion and equity in and through education is the cornerstone of a transformative education agenda, and we therefore commit to addressing all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes. No education target should be considered met unless met by all.' 7.

ACCESS TO EDUCATION FOR LEARNERS WITH SPECIAL EDUCATION NEEDS (SNE)
8.

ACCESS TO EDUCATION FOR SNE LEARNERS: 2002 - 2015
Growth Area 2002 2015 Number of Special Schools 295 464 (419 Public, 45 Independent) Learner Enrolment in Special Schools 64 000 Number of Full-Service Schools 30 715 Number of SNE Learners in Ordinary Schools 77 000 Source: EMIS Data (2002 – 2015) 9.

SNE LEARNER ENROLMENT IN SPECIAL SCHOOL PER PROVINCE, 2016
Number of Schools Number of SNE learners EC 43 9 506 FS 21 6 005 GT 149 47 918 KZ 72 15 051 LP 34 8 638 MP 20 3 796 NC 11 1 505 NW 32 7 427 WC 83 19 713 National 464 Source: SNE SNAP Survey, 2016 10.

DISTRIBUTION OF SPECIAL SCHOOLS NATIONALLY
Source: EMIS, 2016 11.

SNE LEARNER ENROLMENT IN ORDINARY SCHOOLS PER PROVINCE, 2015
Number of SNE learners EC 19 506 FS 24 548 GT 40 367 KZ 16 905 LP 2 118 MP 7 958 NC 1 419 NW 2 582 WC 6 058 National Source: Annual Survey for ordinary schools, 2015 12.

SNE LEARNER ENROLMENT PER DISABILITY
Province Attention Deficit Disorder Autistic Spectrum Disorder Behavioural Disorder Blind Cerebral Palsied Deaf Deaf/Blind Disabled Epilepsy Hard of Hearing Mild to Moderate Intellectual Disability Other Partially Sighted/Low Vision Physically Disabled Psychiatric disorder Severe to Profound Intellectual Disability Specific Learning Disabled Grand Total EC 117 112 255 116 375 774 0 44 71 1 728 1 490 282 614 3 2 688 567 9 506 FS 68 160 360 155 354 419 165 41 1 741 1 771 126 194 115 473 6 005 GT 1 618 967 1 899 270 2 458 1 851 12 1 101 426 11 463 4 583 842 1 082 32 9 202 6 259 47 918 KZ 373 846 421 152 1 251 1 244 9 356 209 2 220 3 791 402 746 15 2 782 2 361 15 051 LP 192 245 259 247 510 665 5 208 2 136 311 350 205 28 2 505 409 8 638 MP 99 49 182 30 62 148 65 22 1 814 36 34 38 7 1 125 161 3 796 NC 55 118 29 86 26 20 491 201 10 95 1 468 1 505 NW 142 81 338 19 230 327 146 83 2 081 64 222 4 2 421 593 7 427 WC 445 143 811 989 2 80 159 7 920 141 667 5 082 2 146 19713 SA 3 116 3 129 3 975 1 184 6 080 6 503 2 238 1 239 31 594 12 388 2 483 3 863 93 26 388 13170 119559 Source: EMIS data for 2016 13.

EASTERN CAPE – SNE ENROLMENT
District Number of Schools Attention Deficit Disorder Autistic Spectrum Disorder Behavioural disorder/ Conduct Disorder Blindness Cerebral Palsy Deaf-Blindness Deafness Epilepsy Hard of Hearing Mild to Moderate Intellectual disability Other Partial Sighted/ Low vision Physical disability Psychiatric disorder Severe to profound intellectual disability Specific learning disability Nelson Mandela Bay 16 7 127 38 154 0 107 4 10 632 1 74 108 3 1010 350 Buffalo City 11 47 124 90 59 235 11 27 617 419 7 101 1 314 144 Alfred Nzo West 2 148 265 Alfred Nzo East 34 245 131 273 Amathole West Amathole East Cacadu 92 145 Chris Hani West 17 Chris Hani East Joe Gqabi 9 5 36 226 8 137 O.R. Thambo Inland 30 57 46 81 98 217 40 26 252 118 O.R. Thambo Coastal 12 117 32 TOTAL 43 87 319 389 153 317 508 37 80 1311 1151 280 628 2288 527 Source: EMIS data for 2016 14.

FREE STATE – SNE ENROLMENT
District Number of Schools Aphasic/Dyslectic ADD ADDH ASD BEH Blind CP Deaf Deaf/blind disabled Dyscalculia Epilepsy Hard of Hearing MID None Numeric difficulties Other Partially sighted Physically disabled Psychiatric Disorder Reading difficulties Severely intelectually disabled Specific learning disability FEZILE DABI 3 4 33 0 5 29 0 6 13 10 471 8 12 2 378 LEJWELEPUTSWA 27 28 1 31 635 34 9 181 75 MOTHEO 105 405 133 263 244 38 39 522 26 153 862 355 THABO MOFUTSANYANA 7 43 152 313 175 XHARIEP TOTAL 21 146 435 178 310 397 82 61 1,941 177 1,470 431 Source: EMIS data for 2016 15.

GAUTENG – SNE ENROLMENT
District Number of Schools Attention Deficit Disorder Autistic Spectrum Disorder Behavioural disorder/ Conduct Disorder Blindness Cerebral Palsy Deaf-Blindness Deafness Epilepsy Hard of Hearing Mild to Moderate Intellectual disability Other Partial Sighted/ Low vision Physical disability Psychiatric disorder Severe to profound intellectual disability Specific learning disability EKURHULENI NORTH 14 31 108 196 2 366 0 49 38 1,746 877 30 74 1,469 349 EKURHULENI SOUTH 10 227 65 83 1 148 267 48 36 175 57 17 54 976 818 GAUTENG EAST 8 185 58 294 158 1,425 116 5 787 961 GAUTENG NORTH 4 64 215 22 GAUTENG WEST 9 59 89 369 193 61 1,023 66 78 893 184 JOHANNESBURG CENTRAL 11 39 20 90 339 156 37 1,105 1,562 50 365 651 77 JOHANNESBURG EAST 13 126 472 26 190 360 15 760 76 24 389 656 JOHANNESBURG NORTH 122 157 172 125 3 63 27 933 1,183 6 137 537 1,147 JOHANNESBURG SOUTH 16 131 124 105 80 694 1,103 19 51 701 183 JOHANNESBURG WEST 396 281 761 35 12 1,028 318 SEDIBENG EAST 115 119 79 67 680 319 SEDIBENG WEST 53 55 1,140 290 34 TSHWANE NORTH 107 404 52 444 217 426 TSHWANE SOUTH 165 111 154 258 87 68 543 506 47 1,128 884 TSHWANE WEST 32 203 23 904 455 177 482 TOTAL 149 1,627 1,381 1,875 284 2,484 1,859 1,138 507 12,548 5,483 880 1,191 9,889 6,560 Source: EMIS data for 2016 16.

KWAZULU-NATAL – SNE ENROLMENT
District Number of Schools Aphasic/Dyslectic ADD ADDH ASD BEH Blind CP Deaf Deaf/blind disabled Dyscalculia Epilepsy Hard of Hearing MID SID Multiply disabled None Numeric difficulties Other Partially sighted Physically disabled Psychiatric Disorder Severely intelectually disabled Specific learning disability AMAJUBA 6 1 60 0 51 82 3 101 66 56 20 779 143 2 15 68 137 77 ILEMBE 150 43 9 14 76 38 18 72 PINETOWN 11 12 178 29 47 425 388 4 25 124 154 5 61 83 97 479 240 SISONKE 17 UGU 27 125 16 146 UMGUNGUNDLOVU 7 39 8 94 26 55 123 859 79 UMKHANYAKUDE 21 10 32 48 413 24 UMLAZI 115 430 216 255 298 119 41 410 233 80 46 356 863 1,414 UMZINYATHI 23 278 UTHUKELA 49 192 252 UTHUNGULU 59 54 91 317 45 204 13 285 249 ZULULAND 28 363 TOTAL 65 315 1,059 454 148 1,190 1,095 324 1,913 790 200 304 625 4,219 2,159 Source: EMIS data for 2016 17.

LIMPOPO – SNE ENROLMENT
District Number of Schools Attention Deficit Disorder Autistic Spectrum Disorder Behavioural disorder/ Conduct Disorder Blindness Cerebral Palsy Deaf-Blindness Deafness Epilepsy Hard of Hearing Mild to Moderate Intellectual disability Multiple Disabled Other Partial Sighted/ Low vision Physical disability Psychiatric disorder Severe to profound intellectual disability Specific learning disability CAPRICORN 14 58 97 27 143 262 2 173 113 47 1,645 819 61 124 1 392 39 GREATER SEKHUKHUNE 6 32 53 50 24 151 67 62 180 85 84 3 123 44 MOPANI 4 20 100 0 13 8 51 21 445 11 VHEMBE 31 71 33 59 150 108 69 528 7 81 126 449 WATERBERG 19 9 10 79 161 301 TOTAL 34 215 176 272 555 606 300 188 2,483 1,591 289 256 1,020 467 Source: EMIS data for 2016 18.

MPUMALANGA – SNE ENROLMENT
District Number of Schools Attention Deficit Disorder Autistic Spectrum Disorder Behavioural disorder/ Conduct Disorder Blindness Cerebral Palsy Deaf-Blindness Deafness Epilepsy Hard of Hearing Mild to Moderate Intellectual disability Other Partial Sighted/ Low vision Physical disability Psychiatric disorder Severe to profound intellectual disability Specific learning disability EHLAZENI 3 9 4 21 28 37 0 152 7 114 6 94 175 GERT SIBANDE 79 0 10 5 729 8 11 576 NKANGALA 32 25 16 17 984 13 12 1 453 BOHLABELA 2 379 TOTAL 18 48 50 116 64 178 53 20 1,827 27 30 1,502 200 Source: EMIS data for 2016 19.

NORTHERN CAPE – SNE ENROLMENT
District Number of Schools Aphasic/Dyslectic ADD ADDH ASD BEH Blind CP Deaf Deaf/blind disabled Dyscalculia Epilepsy Hard of Hearing MID SID Multiply disabled None Numeric difficulties Other Partially sighted Physically disabled Psychiatric Disorder Reading difficulties Severely intelectually disabled Specific learning disability FRANCES BAARD 8 0 40 0 53 48 1 17 5 3 357 4 21 84 24 408 58 JOHN TAOLO GAETSEWE 6 2 70 37 NAMAQUA 11 51 132 SIYANDA ZF MGCAWU TOTAL 56 89 14 153 27 478 95 Source: EMIS data for 2016 20.

NORTH WEST – SNE ENROLMENT
District Number of Schools Attention Deficit Disorder Autistic Spectrum Disorder Behavioural disorder/ Conduct Disorder Blindness Cerebral Palsy Deaf-Blindness Deafness Epilepsy Hard of Hearing Mild to Moderate Intellectual disability Multiple Disabled Other Partial Sighted/ Low vision Physical disability Psychiatric disorder Severe to profound intellectual disability Specific learning disability BOJANALA 13 88 48 99 70 255 40 1080 7 254 104 13 772 142 DR RUTH SEGOMOTSI MOMPATI 4 14 32 2 35 0 5 22 0 7 120 6 511 33 NGAKA MODIRI MOLEMA 8 34 135 92 1 1 31 14 193 29 46 118 5 602 9 DR K KAUNDA 7 36 217 51 78 1042 268 453 TOTAL 149 35 226 334 90 72 2337 558 206 236 20 2338 184 Source: EMIS data for 2016 21.

WESTERN CAPE – SNE ENROLMENT
District Number of Schools Attention Deficit Disorder Autistic Spectrum Disorder Behavioural disorder/ Conduct Disorder Blindness Cerebral Palsy Deaf-Blindness Deafness Epilepsy Hard of Hearing Mild to Moderate Intellectual disability Multiple Disabled Other Partial Sighted/ Low vision Physical disability Psychiatric disorder Severe to profound intellectual disability Specific learning disability CAPE WINELANDS 9 25 10 81 7 1 326 63 800 49 2 633 8 EDEN AND CENTRAL KAR 6 53 11 1,280 12 89 352 METRO CENTRAL 18 117 289 35 360 149 39 1,093 70 3 375 1,022 544 METRO EAST 13 250 222 259 175 26 19 1,976 5 161 1,024 496 METRO NORTH 79 78 52 158 1,306 80 206 587 376 METRO SOUTH 48 64 224 1,027 38 794 284 OVERBERG 4 357 159 WEST COAST 761 TOTAL 77 440 749 99 797 1,032 54 146 8,600 150 275 676 4,729 1,729 Source: EMIS data for 2016 22.

MEASURES THAT ARE IMPLEMENTED TO IMPROVE ACCESS TO EDUCATION FOR SNE LEARNERS
23.

MEASURES FOR IMPROVING ACCESS TO EDUCATION
Progressive designation of Full Service Schools (FSSs) following annual targets set by PEDs. Finalising the Draft Policy and Learning Programme for Children with Severe to Profound Intellectual Disability (CSPID). Implementing the Conditional Grant to realise the right to basic education for CSPID. Development of a National Strategy on Access to education for Learners with Autism. Intervention strategies to deal with Waiting Lists in Special Schools. Finalising draft norms and standards for resourcing Inclusive Education. Monitoring implementation of School Infrastructure Norms and Learner Transport Policy. Extending the MoU with DSD, SASSA and DHA to track vulnerable learners including those with disabilities who are out of school. 24.

PUBLIC SPECIAL SCHOOLS EXPENDITURE, 2016/17 YEAR
Provinces Main Budget Adjustments Adjusted Budget Actual Expenditure as at 31 March 2017 Projected Expenditure Total expenditure for 2016/17 Under /(over)-expenditure % Spent- March 2017 R'000 % EC 46 370 93.3% FS 33 722 13 285 97.1% GT 89 381 ( ) 103.6% KZ 15 210 ( ) 101.5% LP 6 212 98.6% MP ( 494) 100.2% NC ( ) 113.8% NW 9 400 2 896 99.4% WC 57 492 95.1% TOTAL 17 609 99.7% 25.

PUBLIC SPECIAL SCHOOLS BUDGET, 2017 MTEF
2016/17 2017 MTEF Allocations Provinces Main Budget Adjusted Budget 2017/18 2018/19 2019/20 R'000 EC FS GT KZ LP MP NC NW WC TOTAL 26.

SPECIAL SCHOOLS RESOURCE CENTRES, 2016/17 YEAR
Province Special Schools Resource Centres EC 19 FS 5 GT 17 KZN 16 LP MP 8 NC NW WC 25 Total 108 27.

DESIGNATED FULL SERVICE SCHOOLS PER PROVINCE PER DISTRICT
28.

DESIGNATED FULL SERVICE SCHOOLS
Province Designated Schools EC 30 FS 175 GT 19 KZN 100 LP 17 MP 140 NC 12 NW 182 WC 40 Total 715 29.

DISTRIBUTION OF FULL-SERVICE SCHOOLS NATIONALLY
Source: EMIS, 2016 30.

EASTERN CAPE FULL SERVICE SCHOOLS
District Number of Full Service Schools Nelson Mandela Bay 03 Buffalo City Alfred Nzo West 02 Alfred Nzo East Amathole East Amathole West Cacadu Chris Hani West Chris Hani East Joe Gqabi OR Tambo Inland OR Tambo Coastal 04 Total 30 Source: Provincial data for 2017 31

FREE STATE FULL SERVICE SCHOOLS
Districts Number of Full-Service Schools Fezile Dabi 28 Lejweleputswa 40 Motheo 38 Thabo Mofutsanyana 49 Xhariep 20 Total 175 Source: Provincial data for 2017 32

GAUTENG FULL SERVICE SCHOOLS
Districts Number of Full Service Schools Ekurhuleni North 1 Ekurhuleni South 2 Gauteng East Gauteng North Gauteng West Johannesburg Central Johannesburg East Johannesburg North Johannesburg South Johannesburg West 33

GAUTENG FULL SERVICE SCHOOLS…
Districts Number of Full Services Schools Sedibeng East 2 Sedibeng West 1 Tshwane North Tshwane South Tshwane West Total 19 Source: Provincial data for 2017 34

KWAZULU-NATAL FULL SERVICE SCHOOLS
Districts Number of Full Service Schools Amajuba 5 Ilembe 8 Pinetown Sisonke Ugu 10 Umgungundlovu Umkhanyakude Umlazi 6 Umzinyathi Uthukela Uthungulu 11 Zululand Total 100 Source: Provincial data for 2017 35

LIMPOPO FULL SERVICE SCHOOLS
District Number of Full Service Schools Capricorn 4 Greater Sekhukhune Mopani 3 Vhembe Waterberg Total 17 Source: Provincial data for 2017 36

MPUMALANGA FULL SERVICE SCHOOLS
Districts Number of Full Service Schools Bohlabela 40 Ehlanzeni 30 Gert Sibande Nkangala Total 150 Source: Provincial data for 2016 37

NORTHERN CAPE FULL SERVICE SCHOOLS
Districts Number of Full Service Schools Frances Baard 3 John Taolo Gaetsewe 2 Pixley-Ka-Seme 1 Namaqua ZF Mgcawu Total 12 Source: Provincial data for 2016 38

NORTH WEST FULL SERVICE SCHOOLS
Districts Number of Full Service Schools Bojanala 50 Dr Ruth Segomotsi Mompati 41 Ngaka Modiri Molema Dr K Kaunda Total 182 Source: Provincial data for 2016 39

WESTERN CAPE FULL SERVICE SCHOOLS
Districts Number of Full Service Schools Cape Winelands 5 Eden And Central Karoo 3 Metro Central Metro East Metro North 6 Metro South Overberg 7 West Coast Total 40 Source: Provincial data for 2017 40

STRENGTHENING FULL-SERVICE SCHOOLS
PEDs set annual targets for designation. The progressive designation of FSSs is in part a strategy for mainstreaming disabilities. Designated FSSs are orientated into respective Guidelines in order to respond to their mandate. By 2016/17 year, 715 FSSs had been designated, with FS having the majority whilst EC and LP have the lowest number of designations given their sizes. Admission of learners with disabilities to Full-Service Schools is monitored at all levels on a ongoing basis. 41

UNITS OR SPECIAL CLASSES ATTACHED TO ORDINARY SCHOOLS
42

IMPROVING ACCESS THROUGH ESTABLISHMENT OF UNITS
In provinces such as EC, FS, LP and WC the establishment of units has been seen as a first step towards including learners with disabilities into ordinary schools. In provinces such as GT, MP and NW remedial and/or special classes have been part of the previous system and have continued to exist. Most provinces are progressing towards transforming the unit as a learning support resource class to provide support to all learners with special education needs in the school. 43

EASTERN CAPE – UNITS Source: Provincial data for 2017 44
Name of District Number of Ordinary Schools with Units Number of Units per Category of Need Remedial/ Specific Learning Disabilities Multiple Disabilities Moderate Intellectual Disability/ Special Visual Impairment Deaf/Hard of Hearing Autism Severe Intellectual Disability Other Nelson Mandela Bay 1 0 0 5 Buffalo City 4 Alfred Nzo West Alfred Nzo East Amathole East Amathole West Cacadu Chris Hani West Chris Hani East Joe Gqabi OR Tambo Inland OR Tambo Coastal TOTAL 2 6 Source: Provincial data for 2017 44

FREE STATE – UNITS Source: Provincial data for 2017 45
Name of District Number of Ordinary Schools with Units Number of Units per Category of Need Remedial/ Specific Learning Disabilities Multiple Disabilities Moderate Intellectual Disability/ Special Visual Impairment Deaf/Hard of Hearing Autism Severe Intellectual Disability Other Fezile Dabi 40 35 0 0 24 Lejweleputswa 50 18 Motheo 66 64 1 Thabo Mofutsanyana 52 47 19 Xhariep 43 42 TOTAL 271 238 143 Source: Provincial data for 2017 45

GAUTENG – UNITS Source: Provincial data for 2017 46
Name of District Number of Ordinary Schools with Units Number of Units per Category of Need Remedial/ Specific Learning Disabilities Multiple Disabilities Moderate Intellectual Disability/ Special Visual Impairment Deaf/Hard of Hearing Autism Severe Intellectual Disability Other Johannesburg West 36 38 Johannesburg North 37 46 Johannesburg East 57 65 Johannesburg South 41 61 Johannesburg Central 56 102 Sedibeng East 5 7 Sedibeng West Tshwane North Tshwane South 72 75 Tshwane West 24 25 Ekurhuleni South 31 Ekurhuleni North 35 Gauteng North 20 Gauteng West 26 Gauteng East 13 18 TOTAL: 493 602 Source: Provincial data for 2017 46

KWAZULU-NATAL – UNITS Source: Provincial data for 2017 47
Name of District Number of Ordinary Schools with Units Number of Units per Category of Need Remedial/ Specific Learning Disabilities Multiple Disabilities Moderate Intellectual Disability/ Special Visual Impairment Deaf/Hard of Hearing Autism Severe Intellectual Disability Other AMAJUBA ILEMBE PINETOWN 18 1 24 SISONKE UGU UMGUNGUNDLOVU 6 UMKHANYAKUDE UMLAZI 15 UMZINYATHI UTHUKELA UTHUNGULU ZULULAND TOTAL 41 Source: Provincial data for 2017 47

LIMPOPO – UNITS There are no units or special classes attached to ordinary schools in the Northern Cape Source: Provincial data for 2017 48

MPUMALANGA – UNITS TOTAL Source: Provincial data for 2017 49 Ehlanzeni
Name of District Number of Ordinary Schools with Units Number of Units per Category of Need Remedial/ Specific Learning Disabilities Multiple Disabilities Moderate Intellectual Disability/ Special Visual Impairment Deaf/Hard of Hearing Autism Severe Intellectual Disability Other Ehlanzeni 4 5 Nkangala 6 Gert Sibande Bohlabela 2 TOTAL 18 19 Source: Provincial data for 2017 49

NORTHERN CAPE – UNITS There are no units or special classes attached to ordinary schools in the Northern Cape Source: Provincial data for 2017 50

NORTH WEST – UNITS Source: Provincial data for 2017 51
Name of District Number of Ordinary Schools with Units Number of Units per Category of Need Remedial/ Specific Learning Disabilities Multiple Disabilities Moderate Intellectual Disability/ Special Visual Impairment Deaf/Hard of Hearing Autism Severe Intellectual Disability Other Dr Kenneth Kaunda 24 Ngaka Modiri Molema 21 n/a 1 (Physical Disability Bojanala 09 11 Dr Ruth Segomotsi Mompati 7 Total 61 31 1 Source: Provincial data for 2017 51

WESTERN CAPE – UNITS Source: Provincial data for 2017 52
Name of District Number of Ordinary Schools with Units Number of Units per Category of Need Remedial/ Specific Learning Disabilities Multiple Disabilities Moderate Intellectual Disability/ Special Visual Impairment Deaf/Hard of Hearing Autism Severe Intellectual Disability Other Cape Winelands 23 Metro East 21 Metro South 4 Metro North 16 Metro Central 6 Overberg 8 Eden and Central Karoo 24 West Coast 14 Source: Provincial data for 2017 52

The Conditional Grant will be utilised for:
CONDITIONAL GRANT FOR IMPLEMENTATION OF POLICY AND LEARNING PROGRAMMES FOR CHILDREN WITH PROFOUND INTELLECTUAL DISABILITY Amount awarded: 2017/18: R72 million; 2018/19: R185 million; and 2019/20: R220 million – TOTAL for 2017 MTEF is R477 m The Conditional Grant will be utilised for: Conducting a follow-up audit of care centres and linking them to special schools. Appointment of provincial co-ordinators (DCES). Creation and filling of posts within DBST for itinerant teams (5 per team). Training of itinerant teams. Finalisation and printing of Policy and Learning Programme. Procurement of toolkits for centres. Establishing inter-departmental structures for preparing the system for implementation – DSD, DOH, DOT, COGTA. Assessing children in care centres and developing database. 53.

GRANT ALLOCATION PER PROVINCE
PROVINCES COLUMN A COLUMN B ALLOCATION MTEF ESTIMATES 2017/18 2018/19 2019/20 R’000 Eastern Cape 3 537 12 283 14 622 Free State 11 368 28 864 34 360 Gauteng 12 632 30 707 36 554 KwaZulu-Natal 5 558 14 739 17 545 Limpopo 9 853 24 565 29 243 Mpumalanga 12 883 31 322 37 285 Northern Cape 2 021 6 142 7 312 North West 2 274 6 756 8 042 Western Cape 11 874 30 093 35 822 Unallocated - Total 72 000 Allocated Amount Check 54.

TRANSVERSAL OUTREACH TEAMS
Educational, social and therapeutic support and ongoing training to caregivers 1 Education Psychologist Gr 1 1 Chief Education Therapist (Occupational) 1 Chief Education Therapist (Speech Language) 1 Chief Education Therapist (Physio) 1 Senior Education Specialist (SES) (specialised in education of children with severe to profound intellectual disability) 55.

NATIONAL STRATEGY FOR AUTISM
National Consultation Session was held on 16 and 17 March 2017. A cross-spectrum of National Autism Stakeholders were invited. A Framework for the development of a National Strategy for Autism was developed during the session. The Draft Strategy will be finalised for further consultation by the end of May 2017. 56

WAITING LISTS IN SPECIAL SCHOOLS
Province Number of Learners Strategies of Province to deal with Waiting lists EC 2 160 Added Autism Units to 4 Special Schools. FS 712 No strategies provided. GT 1 160 Collaborating with Sci Bono to develop an online waiting lists system; Opened 3 additional autism specific schools and13 autism units in Special Schools (SSs). KZN 2 769 Assessment, referral, and screening of learners is on-going in SSs; There is MoU between DoE and DoH on assessment and referrals. LP 439 Draft Policies on Admissions and Hostels as well as Provincial Disability Strategy have been developed. MP 2 626 No learners were refused admission as they remain in existing schools until they find space. NC 222 Admission to SSs and Full Service Schools (FFSs) is centralised at Head Office; Waiting lists are reviewed annually by Head Office. NW 1 143 The province is busy with research to pilot an autism class/unit WC 230 Waiting lists for all SSs have been centralised from 2016; An on-line electronic Schools Admissions Management Information (SAMI) system is developed to also track all referrals to Special Schools; 2 SSs for Autism to be established in July 2017 and, 12 units have been established at other SSs Total 11 461 Source: Provincial data for 2017 57

TRANSPORT IN SPECIAL SCHOOLS
The Learner Transport Policy of 2014 accepts the principle of universal design and accessibility. Learners with disabilities should be prioritised (section 8). Monitoring of the integrated implementation of the policy still has to be improved. 58

EASTERN CAPE – SNE TRANSPORT
Name of District Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport Nelson Mandela Bay 10 17 14 54 32 Buffalo City 8 18 11 29 5 7 Alfred Nzo West 2 6 1 Alfred Nzo East 3 Amathole East Amathole West Cacadu Chris Hani West Chris Hani East Joe Gqabi OR Tambo Inland 4 OR Tambo Coastal TOTAL 65 40 111 28 59 Source: Provincial data for 2017 59

FREE STATE – SNE TRANSPORT
Districts Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport Fezile Dabi 3 17 Lejweleputswa 8 3 52 Motheo 12 5 24 48 Thabo Mofutsanyana 2 33 Xhariep Total 6 14 150 Source: Provincial data for 2017 60

GAUTENG – SNE TRANSPORT
Name of District Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport Ekurhuleni North 8 13 8 35 - Ekurhuleni South 7 12 30 Gauteng East 36 Gauteng West 9 29 Gauteng North 1 6 - Johannesburg Central 34 Johannesburg East 4 26 Johannesburg North 10 Johannesburg South 17 Johannesburg West 11 43 -* * Data not available for private transport arrangements of parents 61

GAUTENG – SNE TRANSPORT
Name of District Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport Tshwane South 9 12 43 - Tshwane North 3 5 18 Tshwane West 6 8 24 Sedibeng East 29 Sedibeng West 4 14 TOTAL 90 120 410 - -* * Data not available for private transport arrangements of parents Source: Provincial data for 2017 62

KWAZULU-NATAL – SNE TRANSPORT
DISTRICT NUMBER OF SCHOOLS SCHOOL BUSES Othukela 2 4 Ugu 6 Zululand 5 7 Harry Gwala 3 Umlazi 20 31 Umzinyathi Ilembe Umkhanyakude Amajuba 10 Pinetown 11 16 King Cetshwayo Umgungundlovu 9 14 TOTAL 74 118 Source: Provincial data for 2017 63

Number of Other Transport
LIMPOPO - TRANSPORT Name of District Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport Capricorn 14 3 10 6 6 (bakkies) Sekhukhune 4 4(bakkies) Mopani Vhembe 2 5 Waterberg 2(bakkies) TOTAL 34 28 20 Source: Provincial data for 2017 64

MPUMALANGA - TRANSPORT
Name of District Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport Ehlanzeni 2 1 16 Nkangala 7 9 41 6 Bohlabela 8 Gert Sibande 21 TOTAL 18 17 86 Source: Provincial data for 2017 65

NORTHERN CAPE - TRANSPORT
Name of District Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport JOHN TAOLO GAETSEWE 0 1 2 FRANCES BAARD 3 9 0 NAMAQUA PIXLEY-KA-SEME ZF MGCAWU TOTAL 4 11 Source: Provincial data for 2017 66

NORTH WEST – TRANSPORT DISTRICT NUMBER OF SCHOOLS NUMBER OF BUSES
NUMBER OF MINIBUSES NUMBER OF OTHER TRANSPORT Bojanala 13 9 58 11 Dr Kenneth Kaunda 7 8 35 Dr Ruth Segomotsi Mompati 4 1 Ngaka Modiri Molema 5 54 6 TOTAL 32 26 155 18 Source: Provincial data for 2017 67

WESTERN CAPE - TRANSPORT
Name of District Bus Transport Minibus Transport Other Transport Number of Schools Number of Buses Number of Minibuses Number of Other Transport Metro South 7 27 5 11 Cape Winelands 6 33 3 Eden and Central Karoo 4 21 13 Metro Central 12 50 10 31 2 Metro East 40 14 Metro North 20 Overberg 1 West Coast TOTAL 44 200 89 Source: Provincial data for 2017 68

HOSTEL FACILITIES IN SPECIAL SCHOOLS
69

EASTERN CAPE – SPECIAL SCHOOL HOSTELS
Name of District Number of Schools with Hostels Capacity (No. of Boarders) of Hostels Nelson Mandela Bay 11 402 Buffalo City 6 606 Alfred Nzo West 2 390 Alfred Nzo East 3 638 Amathole East Amathole West Cacadu 1 100 Chris Hani West 120 Chris Hani East 170 Joe Gqabi 309 OR Tambo Inland 842 OR Tambo Coastal 156 TOTAL 32 3733 Source: Provincial data for 2017 70

FREE STATE – SNE HOSTELS
Name of District Number of schools with Hostels Capacity (No. of Boarders) of Hostels Motheo 9 1335 Fezile Dabi 1 120 Thabo Mofutsanyana 2 510 Lejweleputswa 3 248 Xhariep TOTAL 15 2213 Source: Provincial data for 2017 71

GAUTENG – SNE HOSTELS Source: Provincial data for 2017 72
Name of District Name of School with Hostels Capacity (No. of Boarders) of Hostels Johannesburg West 1 100 Johannesburg North 3 730 Johannesburg East Johannesburg South Johannesburg Central Sedibeng East 2 400 Sedibeng West Tshwane North 750 Tshwane South 5 1500 Tshwane West Ekurhuleni South 300 Ekurhuleni North Gauteng North Gauteng West Gauteng East TOTAL: 16 4180 Source: Provincial data for 2017 72

KWAZULU-NATAL – SNE HOSTELS
Name of District Number of Schools with Hostels Capacity (No. of Boarders) of Hostels Uthukela 1 150 Ugu 3 295 Zululand 4 490 Sisonke 2 300 Umlazi 440 Umzinyathi 100 Umkhanyakude 280 Amajuba 320 Pinetown 8 1230 Uthungulu 590 Umgungundlovu 7 610 Ilembe Total: 41 4805 Source: Provincial data for 2017 73

Number of School with Hostels Capacity (No. of Boarders) of Hostels
LIMPOPO – SNE HOSTELS Name of District Number of School with Hostels Capacity (No. of Boarders) of Hostels Capricorn 11 2309 Sekhukhune 1 349 Mopani 4 759 Vhembe 6 1958 Waterberg 3 254 Total 25 5629 Source: Provincial data for 2017 74

Number of Schools with Hostels Capacity (No. of Boarders) of Hostels
MPUMALANGA Name of District Number of Schools with Hostels Capacity (No. of Boarders) of Hostels Ehlanzeni 1 110 Nkangala 3 576 Bohlabela 153 Gert Sibande 4 476 Total 9 1315 Source: Provincial data for 2017 75

Number of Schools with Hostels Capacity (No. of Boarders) of Hostels
NORTHERN CAPE Keys Zero (0) indicates that there are no schools with hostels and no boarders in that district Name of District Number of Schools with Hostels Capacity (No. of Boarders) of Hostels John Taolo Gaetsewe 1 106 Frances Baard 3 288 Namaqua 107 Pixley-Ka-Seme ZF Mgcawu Total 5 501 76

NORTH WEST – SNE HOSTELS
Name of District Number of Schools with Hostels Capacity (No. of Boarders) of Hostels Bojanala 3 496 Dr Ruth Segomotsi Mompati 2 324 Ngaka Modiri Molema 3 402 Dr K Kaunda 7 802 Total 15 1924 Source: Provincial data for 2017 77

WESTERN CAPE – SNE HOSTELS
EDUCATION DISTRICT NUMBER OF SCHOOLS WITH HOSTELS NO OF HOSTELS Capacity (No. of Boarders) of Hostels Cape Winelands 5 21 517 Eden and Central Karoo 7 542 Metro Central 6 10 215 Metro East 9 245 Metro North 3 4 196 Metro South 2 159 Overberg 231 West Coast 1 240 Total 29 59 2345 Source: Provincial data for 2017 78

INCLUSIVE STRATEGIES AND INTERVENTIONS TO IMPROVE THE QUALITY OF EDUCATION AND SUPPORT
79

SIAS POLICY & CURRICULUM DIFFERENTIATION
Provinces Number of Teachers trained Number of Officials trained Number of Schools trained EC 3 169 482 2180 FS 3 270 - 772 GT 4 000 419 1095 KZN 8 793 LP 1 800 100 MP 4 262 180 1283 NC 1 290 68 - NW 1 385 103 250 WC 1 414 576 274 National Total: 29 383 1 756 3 424 Source: Provincial data for 2017 80

SIAS POLICY & CURRICULUM DIFFERENTIATION
Progressive rollout of SIAS Policy and Curriculum Differentiation has reached teachers from schools and officials from all 81 districts. Training of officials is transversal and includes Curriculum, EMGD and Inclusive Education at Provincial and District Levels. Training extended to school principals and therapists. Training monitored by DBE on a quarterly basis. 81

PROVISION OF HEALTH PROFESSIONALS IN EDUCATION
Province Specialists Eastern Cape Provincial office: 1 Psychologist Districts: 3 psychologists 80 posts created at special schools – waiting to be filled Free State Provincial Office: 1 Psychologist Districts: 12 social workers 3 occupational therapists 47 learning support facilitators (itinerant) Gauteng Provincial Office: 1 social work manager 3 social work supervisors Districts: 27 social workers (including special schools) psychologists (including in special schools) 25 social workers from DSD seconded to districts KwaZulu-Natal Provincial Office: 3 psychologists Districts: 38 psychologists, 25 social workers Mpumalanga Provincial Office: 1 psychologist Districts: 4 social workers (1 per district), 1 counsellor in Ehlanzeni District 82

Province Specialists Limpopo Provincial office: 1 B Psych (Guidance &Counselling; Remedial Education) 1 Educational Psychology 1 Career Guidance Districts: 1 career Guidance (Sekhukhune) 1 social worker ; 1 educational psychologist (Waterberg) 1 BA Honours Psychology (Capricorn) 1 Special needs (Mopani) 1 Learning Support (Vhembe) Northern Cape Provincial office: 1 Psychologist Districts: 5 psychologists, 4 social workers, 5 learning support specialists North West Provincial office: 1 social worker Districts: 2 psychologists 83

Province Specialists Western Cape Provincial office: 1 Senior Educational psychologist 1 social work manager Districts: 8 Senior educational psychologists – for 8 districts 49 educational psychologists for 8 districts 22 psychology posts for the multidisciplinary outreach teams 18 registered counsellors in schools of industry 50 social workers at district level 8 supervisors for the 8 districts 84

INTRODUCTION OF SASL CURRICULUM
Preparing for the first NSC Exam in 2018: SASL Exemplar questions were developed for Grades 10 in 2016. The Grade 10 Exemplars have been distributed to 24 schools for the Deaf that offer SASL CAPS. Grade 11 Exemplars are currently being developed. Consultation has been held with Umalusi about the Grade 12 NSC examination paper for 2018. 85

SASL CAPS TRAINING Two five-day training sessions were held with Senior Phase and Grades 11 and 12 teachers and Deaf Teaching Assistants (DTAs) on 20 – 24 Feb and 06 – 10 March 2017. First week’s training - new teachers and DTAs. Second week’s follow-up training - all teachers and DTAs who have been trained previously. Total of 106 teachers and 76 DTAs were trained. 86

INTRODUCTION OF THE TECHNICAL OCCUPATIONAL STREAM
PLANNED ACTIVITIES PROGRESS Development of the Skills Curriculum 26 Technical Occupational subjects were completed in 2016 and Training Manuals developed per subject in January 2017 Development of the General Certificate of Education: Technical Occupational framework The qualification was developed and approved by HEDCOM and CEM for handing over to Umalusi for further processing following several consultations between Umalusi and DHET. Audit of 67 Schools of Skill and 33 ordinary High Schools Audit of Pilot Schools was conducted during October/December 2016 and the Audit Report is being finalised Learner and Teacher Support Material (LTSM) development Textbooks and other materials for the pilot will be identified through the Audit and will inform the Plan for Workbook Development. Training of teachers and officials National Orientation Session was held from 27 Feb – 3 March with 260 teachers and officials attending. Training Manuals have been made available to Provinces for Provincial Training. NW, FS and LP have orientated teachers from Pilot Schools Establishment of Partnerships in support of implementation Further partnerships with Industry and Business are progressively being established 87

TECHNICAL OCCUPATIONAL STREAM: NEXT STEPS
Consolidation of pilot findings and approval of the subjects. Alignment and articulation of qualifications with NQF in consultation with DHET, Umalusi and QCTO. Appropriate profiling of the programme to meet the skills requirements of the country. Recruitment and professionalization of artisans Development of norms for HR provisioning in Technical High Schools and Technical Occupational Schools. Costed plans for the rollout in the 2017/18 MTEF . Continued establishment of partnerships at national and provincial levels. 88

INTRODUCTION OF LEARNING PROGRAMME FOR LEARNERS WITH INTELLECTUAL DISABILITY
The writing teams have completed 21 Differentiated Subjects for learners with severe intellectual disability for Grades R-5. A national training will be conducted in June 2017 after which the provincial training will take place between July and September 2017. The subjects will be introduced in 155 schools for severe intellectual disability on a pilot basis in 2018. The expected outcome of the programme is the standardisation of the quality of curriculum delivery for learners with severe intellectual disability. 89

SPECIALISED TEACHER TRAINING
Prov. No. of teachers Targeted No of teachers trained in Braille No of teachers trained in SASL No of teachers trained in Autism EC - 82 71 196 FS 54 12 223 GT 44 167 347 KZN - 50 67 LP 110 40 60 MP 72 299 147 NC 14 NW 13 27 WC 80 95 Total 428 662 646 880 90

FURTHER TEACHER DEVELOPMENT FOR INCLUSION
The DBE is collaborating with the DHET in EU Funded Teaching and Learning Development Capacity Improvement Programme (T&LDCIP) over three years from 2017. The programme is aimed at setting standards for improving competences of all teachers to implement inclusive education strategies in practice. The programme also includes the introduction of specialised university qualifications in education of learners who are Deaf, Hard-of-hearing, with visual impairment and neuro-developmental disorders such as Autism. 91

PROVISION OF ACCESSIBLE LTSM AND ASSISTIVE TECHNOLOGY
Guidelines and Specifications for provision of assistive technology in special and ordinary schools have been developed in consultation with rights holder organisations and DTPS. Agreement with ICASA to roll out connectivity, software and hardware provision to all special schools by 2019. Advisory Body for Education of Learners with Visual Impairment has been established and will oversee access to affordable Braille Textbooks and Workbooks as well as training of teachers. Provinces are establishing Assistive Devices Resource Centres with specialist staff, e.g. WC, NW. Draft Resourcing Norms make provision for appointment of Technicians in special schools and in resource centres to support all schools on the introduction of assistive technology. 92

MINISTERIAL ADVISORY COMMITTEE ON EDUCATION OF LEARNERS WITH VISUAL IMPAIRMENT
The first meeting of the Advisory Committee was held on 23 March 2017. The terms of reference (ToRs) of the Committee have been finalised. Some of the ToRs entail: Identifying challenges related to the education of learners with visual impairment and advise mediation, best practices, and resources; Advising on ongoing development, printing and delivery of LTSM, including assistive technology and devices; and Advising on training programmes and resource toolkits to capacitate educators, teacher aides and school support staff to achieve excellence in the field of visual impairment. 93

PRODUCTION AND DISTRIBUTION OF BRAILLE WORKBOOKS
Type of Workbook EC FS GT KZ LP MP NC NW WC Total Language Grade R Learner 82 44 64 74 178 4 12 92 554 Language Grade R Teacher Guide 8 10 20 2 Maths Grade 1 Leaner 9 27 16 26 1 22 135 Maths Grade 1 Teacher Guide 3 5 24 Language Grade 1 Learner 18 35 21 100 14 29 244 Language Grade 1 Teacher Guide Maths Grade 2 Learner 25 28 33 69 7 19 204 Maths Grade 2 Teacher Guide Language Grade 2 Learner Language Grade 2 Teacher Guide Maths Grade 3 Leaner 36 17 30 63 220 Maths Grade 3 Teacher Guide Language Grade 3 Learner 172 Maths Grade 4 Leaner 206 Maths Grade 4 Teacher Guide Language Grade 4 Learner 195 Language Grade 4 Teacher Guide Maths Grade 5 Leaner 40 81 221 94

PRODUCTION AND DISTRIBUTION OF BRAILLE WORKBOOKS …
Type of Workbook EC FS GT KZ LP MP NC NW WC Total Maths Grade 5 Teacher Guide 3 1 5 2 19 Language Grade 5 Learner 40 15 16 26 81 12 20 210 Language Grade 5 Teacher Guide 4 Maths Grade 6 Learner 48 24 32 69 13 17 232 Maths Grade 6 Teacher Guide 21 Language Grade 6 Learner 18 225 Language Grade 6 Teacher Guide 23 Maths Grade 7 Leaner 27 54 7 168 Maths Grade 7 Teacher Guide Maths Grade 8 Leaner 8 Maths Grade 8 Teacher Guide Maths Grade 9 Leaner Maths Grade 9 Teacher Guide 95

BRAILLE TEXTBOOKS 223 Braille textbooks have been adapted.
The Braille textbooks are procured by provinces directly from the Pioneer Printers and Braille Services. 96

PROVISION OF BRAILLE TECHNOLOGY PER SCHOOL
Name of School Procured Technology EC Efata Perkins braillers; Braille Ring Binder; Rolls Dynamo Type; Measuring instruments; Talking calculator; Handheld magnifying glasses; Braille labellers; Tracing wheels; Braille embosser Duxbury, Braille 200, board marker and computer programmes, joysticks, Trigger Switches, click n type, laptops, jaws Khanyisa Perkins Braillers; Braille Ring Binder; Rolls Dynamo Type; Measuring instruments; Talking calculator; Handheld magnifying glasses; Braille labellers; Tracing wheels; Braille embosser Duxbery, Braillo 200, board marker and computer programmes, joysticks, Trigger Switches Zamokuhle Duxbery,Braillo 200, board marker and computer programmes, joysticks, Trigger Switches FS Bartimea 30 Perkins Braille Machines; Medium Volume Braille Embosser; Graphic Embosser; Desk Magnifier; Computer memory upgrade and Dolphin Super Nova site License; Screen reading software( Super Nova access suite); 5 Computers with build in jaws for totally blind learners; 5 computers with build zoom text for learners with low vision Thiboloha 30 Perkins Braille Machines; Board marker computer programme; Desk top magnifier; Graphic Embosser; Desk Magnifier; Computer memory upgrade Dolphin Super Nova site License; 10 Computers with build in jaws for totally blind learners GT Sibonile Eye Pal Solo; Braille Note Apex 18; Prodigy Desktop 20; Graphical Braille Embosser; Monitor 10.00; Lumens, Document Camera; LCD, Projector; Braille Note Apex 18; Prodigy Desktop 20 Prinshof Braille Note Apex 32; Eye Pal Solo; A3 Epson Scanner; Jaws; Talking Scientific Calculator; Perkins Braillers Filadelfia Braille Note Apex 18; Eye Pal Solo; Victor Reader New Stream 2nd Generation; Prodigy Desktop 20; Braille Note Apex 32 BT; Duxbury Braille Translator; Epson D700 A3 Scanner; Dolphin Easy Converter 97

PROVISION OF BRAILLE TECHNOLOGY PER SCHOOL
Province Name of School Procured Technology KwaZulu-Natal Open Air; Arthur Blaxall and Ethembeni The province has budgeted R550 000 per school for procurement of braille production equipment in each of the schools for visual impairment as well as schools that have units for visual impairment. The Province is also planning to establish Braille production units at the three schools that will produce braille for all schools in the province that admit learners with visual impairment. Limpopo Central procurement by PED for distribution to schools 180 Braille note Apex 188T; 150 Projectors; 151 Dell Laptops and 151e Beams; Total cost: R8 million; Budget has not yet been made available for extending Braille production capacity at Siloe and Setotolwane. Rivoni school uses Braille printing facilities at Venda University. Mpumalanga Silindokuhle School A budget of R2,5 Million was made available; Service provider appointed to train a technician; Dedicated officials at provincial and district level to co-ordinate braille procurement and production. Northern Cape ReTlameleng The school has previously been equipped with a Braille production facility; There is no provincial budget that is dedicated for procurement of Braille; The school has to procure through their Programme 4 allocation North West Christiana 2x High Volume Braille Embossers; 3x Low Volume Braille; Embossers; 2x Graphics Embossers; Computer with software to operate Braille Embosser; 2x Braille Boxe3s; 3x Braille Printers Western Cape Athlone Pioneer Apex Braille Note and iPal Solo provision to all learners according to an incremental roll-out plan. 98

SPECIAL SCHOOL TURN-AROUND STRATEGY
The Turn-around Strategy with its Four Pillars intends turning around the functionality and quality of education in Special schools. Implementation started in 2016 and is being monitored on a quarterly basis. Training and monitoring of Special School Guidelines continue. Monitoring of education delivery in special schools has become a transversal function of Districts. Transport systems are being improved in consultation with DoT. Funding for hostels is being improved. 99

CHALLENGES AND POSSIBLE REMEDIAL ACTIONS
Provincial Education Departments’ Vision of IE restricted and fragmented Conducting large-scale advocacy programme on the vision of Article 24 of the CRPD Staffing at all levels inadequate Incremental introduction of the model of itinerant support teams Funding priorities continue to favour only special schools Provincial funding for strengthening of Full-Service and Inclusive Schools, accessible transport systems and mobilising out-of-school children with disabilities Systemic funding required to strengthen support in the mainstream Provincial Treasuries to allocate funding for incremental expansion of inclusive education Watering down of national programmes Rigorous and coherent policy implementation required at provincial, district and school level IE not seen as a key transformational policy to improve quality of education for all Institutionalisation of SIAS and Curriculum Differentiation will improve quality of education for all learners. 100

STRATEGIC FOCUS FOR 101

KEY PRIORITIES IN IE SECTOR PLAN FOR 2017 - 2018
Accelerated Institutionalisation of SIAS Policy and Curriculum Differentiation – to be facilitated by filling of posts in Inclusive Education at all levels. Mobilising out-of-school children with disabilities – assess children in care centres, place learners in waiting lists, monitor admissions. Strengthening implementation of SASL CAPS at grade 12 in 2018 Preparing the system for implementation of the Technical Occupational Programmes – audit of schools, equipping of workshops, training of teachers – October 2017, Schools of Skill. Home Education Policy finalisation and implementation. Progressive designation of FSSs and SSRCs– funding, infrastructure, transport – 2021 targeted for SSRCs. Promulgation of Funding and Human Resource Provisioning Norms for an Inclusive System – October 2017. 102

IMPLEMENTATION OF THE WHITE PAPER ON THE RIGHTS OF PERSONS WITH DISABILITIES
Responsibilities of DBE as per the Implementation Matrix: Improve access to compulsory education for all children with disabilities, regardless of type or severity of disability or where they live; Strengthen the legislative framework for Inclusive Education as well as monitor progress made at provincial level regularly; Ensure that community schools are able to accommodate learners with physical disabilities by retrofitting physical infrastructure; and Skilling all educators and managers in the ethos and mechanisms of inclusive education. 103

STRENGTHENING LEGISLATION
The review of the South African Schools Act currently underway includes Inclusive Education imperatives and directives. Norms and Standards for the Distribution of Resources in an Inclusive Education System will be finalised and published in 2017. All other Policies such as the SIAS, Admissions Policy and Assessment will be regulated. 104

STRENGTHENING SYSTEMS AND INSTITUTIONAL CAPACITY
The incremental establishment and capacity building of Support Structures at district, circuit and school levels will be scaled up and monitored to ensure full-scale implementation by 2021. School Managers will be capacitated to implement inclusive education from a whole school development perspective. Incremental rollout of the Technical Occupational Stream and equipping of additional implementing schools. 105

STRENGTHENING CURRICULUM DELIVERY
Institutionalisation of curriculum differentiation through: Continuous professional teacher development programmes; Development of online/ distance courses on inclusive practices; Development of subject-specific (Maths & Languages) exemplars; and Heightening monitoring of curriculum delivery in special schools. Implementing the Technical Occupational Stream and the Differentiated Curriculum (SID) from 2018. 106

STRENGTHENING INTER-DEPARTMENTAL COLLABORATION
Inter-Departmental MoU between DBE, DOH, DSD will be strengthened to: Coordinate early identification of learners who are at risk and with disabilities; Track learners (ECD and in School) who have been screened on LURITS, DSD and DOH tracking systems to ensure that they receive support; Align services of health and social services professionals to ensure optimal service delivery, especially in rural areas; and Ensure access to education for out-of-school children with disabilities. 107

STRENGTHENING INTER-DEPARTMENTAL COLLABORATION…
Production of Braille DBE, DAC, DHA (GPW), DSD Establishment of a braille production plan that is subsidised by government for production of LTSM in accessible format, e.g. Braille and large print; and Establishment of the SA Braille Authority as a statutory body Quality assurance of educational texts in braille with support from the Advisory Body. Strengthening of South African Sign Language DBE, DAC (PANSALB) Strengthening teachers’ knowledge and skills in SASL; Further development of resources in SASL; and Progressive introduction of systems to support delivery of SASL. 108

RECOMMENDATION It is recommended that the Portfolio Committee discusses and contributes towards realising the vision of White Paper 6. 109

Progress Report on Inclusive Education and Special Needs Education

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