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 to students’ 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
Disability
2011
2012
2013
Severe 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
6 590
Other
5 179
6 009
10 780
Behavioural Disorder
5 123
4 843
4 427
Physical 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
1 307
Psychiatric disorder
202
132
145
Deaf/Blind 35 34
122
Multiple Disability *5

13. DISABILITY CATEGORIES PER PROVINCE: 2013
MMI
S&PI
LDis
Other
Deaf CP
Behav
Phys
ADD
ASD
Epilep
Part S.
HoH
Blind
DeafB
Psyc D EC
1904
3392
495
343
821
316
384
661
159
175 52
278 51
134 FS
1731 41
470
1790
450
351
313
189 50
146
164
143 37
155 1 5 GP
10950
8790
6080
4568
1843
2510
1906
1136
1675
774
1230
805
402
236 12 KZ
2121
2765
2292
2620
1465
1334
624
544
721
753
441
436
293
289 11 31 LP
2379
2700
332 58
590
457
223
273
130
249
329
362
217
274 24 MP
1657
1048
237
320 56 88 28 64 26 18 25 92 20 NC
419
577
141 53 40
122 93 46 49 22 19 66 23 NW
2446
2223
426
321
282
240
115 80
110
154 83 38 4 WC
6794
5592
2578
1346
996
841
250
691
407
492
124
266
176
133 3
Nat
30424
27131
13051
10780
6590
6127
4427
3888
3396
2753
2542
2495
1347
1307
145

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
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 LP 34
8 524
684 MP 20
3 549
355 10 NC
1 646
165 NW 32
5 437
465 WC 82
20 076
1 802
National
444
9 739

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
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

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
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
63.7
KwaZulu-Natal
23.6
21.7
22.6
25.3
Limpopo
32.0
28.6
44.8
39.1
44.5
Mpumalanga
27.6
30.3
34.5
32.4
North West
20.8
27.1
38.2
46.6
Northern Cape
18.8
20.5
27.3
34.9
Western Cape
18.2
41.0
35.1
39.4 SA
28.3
31.5
33.9
36.7
43.7

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
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
Gauteng
77.6
82.8
75.6
95.8
KwaZulu-Natal
79.8
78.8
74.2
75.7
Limpopo
93.3
94.9
91.5
94.0
93.6
Mpumalanga
79.6
87.2
85.2
80.8
North West
57.7
83.2
88.4
85.7
Northern Cape
73.7
80.1
83.4
65.4
Western Cape
80.9
63.2
78.2
78.0
67.9 SA
80.5
84.5
82.1

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
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
Gauteng
87.8
93.3
93.8
87.2
96.8
KwaZulu-Natal
91.6
89.8
94.0
96.1
Limpopo
87.9
92.8
95.1
87.7
86.7
Mpumalanga
95.5
92.1
North West
84.7
94.9
89.0
96.5
97.7
Northern Cape
73.3
93.4
96.2
98.0
90.7
Western Cape
99.1
73.9
87.5
95.6 SA
90.2
93.5
92.5

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 learners with special needs in enrolment

25. 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
Gauteng
74.2
72.7
89.1
74.4
92.1
KwaZulu-Natal
40.9
57.3
58.2
69.3
Limpopo
67.8
63.3
84.8
87.5
43.9
Mpumalanga
100.0
79.6
96.2
85.7
58.5
North West
15.0
79.0
49.3
50.4
78.0
Northern Cape
0.0
56.7
73.8
49.2
Western Cape
72.4
78.3
82.4
87.6 SA
53.3
68.1
79.3
70.3

26. 16-18 YEAR OLDS IN EDUCATIONAL INSTITUTIONS
Notwithstanding the overall significant growth in participation of 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 TOTAL 2013/14 Provinces Main Budget Adjustments
2013/14
Provinces
Main Budget
Adjustments
Adjusted Budget
Actual Expenditure as at 31 March 2014
Projected Expenditure for 2013/14
Projected under / (over)-expenditure
% Spent-March 2014
R'000 %
Eastern Cape
306
26 008
94.7%
Free State
63 935
( 303)
100.1%
Gauteng
62 957
43 358
97.4%
KwaZulu-Natal
26 093
( )
108.8%
Limpopo
29 349
2 911
99.2%
Mpumalanga
714
11 614
94.5%
Northern Cape
97 299
( 7 000)
90 299
83 399
6 900
92.4%
North West
42 100
( 717)
100.2%
Western Cape
13 326
( 2 390)
100.3%
TOTAL
18 726
99.6%

29. 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

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
PROVINCE
Approved Budget /14
Adjustments
Adjusted Budget /14
Expenditure
Spent %
2014 MTEF
2014/15
2015/16
R’100 EC  - FS
14 226
(7 513)
6 713
5 322
79.3%
1 330 GP
38 614
16 800
55 414
22 637
40.9%
40 506
42 369
KZN - LP
13 014
4 948
38.0%
8 640
9 414 MP
53 155
66 059
124.3%
56 090
59 118 NC -  NW WC
76 871
62 858
81.8%
81 748
86 223
 National Total
 72.86%

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  was allocated nationally which was adjusted to R
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
Provin ce
Child Care Worke rs
Nurs es
Occupati o-nal Therapis ts
Physio- Thera- pists
Psycholo -gists
Senior Profes- sional Nurses
Social Wor- kers
Speech Thera- pists
TOT AL EC 92 7 13 8 12 10 3
153 FS 4 2 26 11 31 5 97 GT 33
107 51 47 40 84
405 KZ 42 20 19 34
168 LP 0  MP 67  0 6 1 14 NC  7  3 16 NW 9 WC 29 80
222
189 53
656
Grand Total
219 71
276
118
334
133
281
186
1543

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
Province
No. of Teachers & Officials Trained EC 94 FS GP
130
KZN LP MP
576 NC 28 NW 58 WC
National
886

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 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
Province IP
2012 SP
2013
Grade 10
2011
Grade 11
Grade 12
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
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
173
167
184
113
710
866
1677
2532
2851
1948
9874

42. PROCUREMENT OF LTSM, ASSISTIVE DEVICES AND EQUIPMENT

43. Procurement of Assistive Devices
Province
No. of Schools
AAC Devices
Braille Type-writer
Crutches
Hearing
Other
Wheel-chairs EC 22
290 95 32
257 91 77 FS 5 20 37 35 72 7 GT 67
599 84
124
1128
530
337 KZ 52
616 62
135
826
390
242 LP 25 82 88
123
271 34
244 MP 8 21 2 33 11 15 NC NW 16
141 28 46 WC
116 55
730
236 64
Grand Total
227
1885
443
518
3349
1345
1104

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 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

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 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

51. TEACHERS & OFFICIALS TRAINED IN BRAILLE: 2013/14
Province
No. of Teachers and Officials Trained EC 60 FS GP 50
KZN LP MP
140 NC 11 NW WC
National
311

52. BEST PRACTICES

53. 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

54. CHALLENGES

55. CHALLENGES AND 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

56. CONCLUDING REMARKS

57. 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)

58. THANK YOU