1. 1 Progress on expanding access to education for children with disabilities Presentation to Parliamentary Select Committee October 2009

2. 2 Content Obligation towards implementing Convention on the Rights of Persons with Disabilities Ensuring access to education through an inclusive education system at all levels:  Screening, Identification, Assessment and Support  Environmental Access  Availability of Assistive Devices  Availability of Appropriate LTSM  Teacher Training  Availability of Specialist Professional Staff  Guidelines for Inclusive Learning Programmes  Curriculum for SASL  Advocacy Strengthening of Special Schools

3. 3 Convention on the Rights of Persons with Disabilities Obligations for Member Countries Equal access to education opportunities, irrespective of the severity of the disabilities. Equal access to education opportunities, irrespective of the severity of the disabilities. Access to an inclusive, quality and free primary education and secondary education on equal basis with others in the communities in which they live; Access to an inclusive, quality and free primary education and secondary education on equal basis with others in the communities in which they live; Reasonable accommodation of the individual's requirements is provided; Reasonable accommodation of the individual's requirements is provided; Specific needs of all learners experiencing barriers to learning are met. Specific needs of all learners experiencing barriers to learning are met. Development of minimum norms and standards for the education of learners experiencing barriers to learning. Development of minimum norms and standards for the education of learners experiencing barriers to learning.

4. 4 Convention on the Rights of Persons with Disabilities - Access to Education and Skills 1 Capacity building for all stakeholders (parents and care- givers, teachers, learners and education planners) towards meeting the needs of learners experiencing barriers to learning. Capacity building for all stakeholders (parents and care- givers, teachers, learners and education planners) towards meeting the needs of learners experiencing barriers to learning. Ensure early identification, intervention and development of all children with disabilities within an integrated Early Childhood Development (ECD) and other related policy frameworks. Ensure early identification, intervention and development of all children with disabilities within an integrated Early Childhood Development (ECD) and other related policy frameworks. Specialised support and access to appropriate modes of communication Specialised support and access to appropriate modes of communication Access to FET Access to FET Access to ABET Access to ABET

5. 5 Screening, Identification, Assessment and Support Teachers and district officials trained on the tool in 30 selected districts in 2008 Teachers and district officials trained on the tool in 30 selected districts in 2008 The strategy links with others such as Curriculum Differentiation/adaptation The strategy links with others such as Curriculum Differentiation/adaptation In 2009, a further 40 000 documents distributed to provinces for further training of teachers and district officials In 2009, a further 40 000 documents distributed to provinces for further training of teachers and district officials It facilitates admission of only disabled learners with high needs and profound disabilities to special schools and with moderate needs to mainstream schools It facilitates admission of only disabled learners with high needs and profound disabilities to special schools and with moderate needs to mainstream schools

6. 6 Environmental Access 30 ordinary schools earmarked for conversion to full- service/inclusive schools and 10 already converted 30 ordinary schools earmarked for conversion to full- service/inclusive schools and 10 already converted Provinces to use funding from Treasury to convert the remaining 20 schools by 2011 Provinces to use funding from Treasury to convert the remaining 20 schools by 2011 Principles of Universal Designs are applied Principles of Universal Designs are applied Department developed the National Infrastructure Norms Department developed the National Infrastructure Norms The above to guide incremental upgrading of existing schools while ensuring new schools comply The above to guide incremental upgrading of existing schools while ensuring new schools comply Guidelines for Full-service/Inclusive schools have been developed and 40 000 copies are being printed for distribution Guidelines for Full-service/Inclusive schools have been developed and 40 000 copies are being printed for distribution

7. 7 Provision of Assistive Devices R12 million tender on materials and assistive devices awarded in 2008 R12 million tender on materials and assistive devices awarded in 2008 Needs analysis conducted in 32 special schools and 4 full- service schools Needs analysis conducted in 32 special schools and 4 full- service schools Provision made to 7 special and 3 full-service schools for learners with Communication, mobility and visual impairments Provision made to 7 special and 3 full-service schools for learners with Communication, mobility and visual impairments Provincial Education Departments invited to participate in the tender Provincial Education Departments invited to participate in the tender

8. Availability of Appropriate LTSM The Department is developing a strategy for provision of quality education for visually impaired learners The Department is developing a strategy for provision of quality education for visually impaired learners Audit of services has been completed in all schools for visually impaired learners – strategy development process Audit of services has been completed in all schools for visually impaired learners – strategy development process 25 schools received 10 Brailled story books each for Foundation Phase through Ithuba Books Project 25 schools received 10 Brailled story books each for Foundation Phase through Ithuba Books Project In 2006 the Department bought books for visually impaired learners in grade 10 – special intervention on NCS In 2006 the Department bought books for visually impaired learners in grade 10 – special intervention on NCS 8

9. Teacher Training Part of provincial budgets for Expansion utilised to train teachers and district officials in different implementation areas – SIAS, ILP and utilisation of Assistive Dervices Part of provincial budgets for Expansion utilised to train teachers and district officials in different implementation areas – SIAS, ILP and utilisation of Assistive Dervices In 2007 and 2008 educators from respective special and full-service schools trained specialised skills such as visual impairment In 2007 and 2008 educators from respective special and full-service schools trained specialised skills such as visual impairment The Department in collaboration with Centre for Public Service Innovation and South African Council for the Blind build capacity for visually impaired educators on innovative technology including Victor Reader The Department in collaboration with Centre for Public Service Innovation and South African Council for the Blind build capacity for visually impaired educators on innovative technology including Victor Reader Developmental needs incorporated in CPTD programmes Developmental needs incorporated in CPTD programmes 9

10. Availability of Specialist Support Service Staff Provinces such as EC, KZN, NW and WC have created and are filling much needed posts for therapists and Learning Support Facilitators Provinces such as EC, KZN, NW and WC have created and are filling much needed posts for therapists and Learning Support Facilitators Main thrust has been creation of itinerant posts where incumbents reach out to different schools to build capacity and support school-based support teams Main thrust has been creation of itinerant posts where incumbents reach out to different schools to build capacity and support school-based support teams Supplying assistive devices has alerted the system in particular provinces, on acute shortage of therapists Supplying assistive devices has alerted the system in particular provinces, on acute shortage of therapists 10

11. Guidelines for Inclusive Learning Programmes More than 3000 teachers trained on Curriculum Differentiation since 2006 More than 3000 teachers trained on Curriculum Differentiation since 2006 Provinces such as KZN and WC have trained special schools on the NCS Provinces such as KZN and WC have trained special schools on the NCS The Department has prioritised the implementation of the curriculum for the next three years The Department has prioritised the implementation of the curriculum for the next three years 11

12. Curriculum for SASL Teachers from schools for the Deaf were trained Deaf Education in 2007/8 Teachers from schools for the Deaf were trained Deaf Education in 2007/8 The Department is in the process of finalizing the GET and FET SASL curriculum initiated by the Free State The Department is in the process of finalizing the GET and FET SASL curriculum initiated by the Free State 12

13. Advocacy Two sets of DVDs have been developed to raise awareness on the UN Convention as well as importance of an Inclusive System that ensures rights of access to education for disabled learners is promoted Two sets of DVDs have been developed to raise awareness on the UN Convention as well as importance of an Inclusive System that ensures rights of access to education for disabled learners is promoted DoBE and Social Development have collaborated in the development of a Strategy for the Integration of Support Services for Children with Disabilities DoBE and Social Development have collaborated in the development of a Strategy for the Integration of Support Services for Children with Disabilities In 2008 an Inclusive Education Learning Space was launched of the Department’s Thutong Portal – this provides interactive dialogue among stakeholders In 2008 an Inclusive Education Learning Space was launched of the Department’s Thutong Portal – this provides interactive dialogue among stakeholders 13

14. Strengthening of Special Schools Since 2006 PEDs invest in the upgrading of conditions in under-resourced special schools in response to Audit Report of Special Schools of 2002 Since 2006 PEDs invest in the upgrading of conditions in under-resourced special schools in response to Audit Report of Special Schools of 2002 The conversion of 30 special schools to Resource Centres is nearing completion The conversion of 30 special schools to Resource Centres is nearing completion 14