C Dugmore: South African National Association for Special Education
Meeting

24 October 2007

Chairperson, Dr Booysen
District staff
South African National Association for Special Education members
Ladies and gentlemen:

My sincere thanks to you for inviting me to open this very important
meeting. Thank you also for your kind words of welcome.

Inclusive education is a dynamic, unending process with increasing
participation by all learners. The route of the journey is mapped by the
support needs of the learners: the destination being quality education and
appropriate support for all – not only to address the literacy and numeracy
crisis, but also to ensure that all learners can become competent citizens in a
diverse society.

Our Constitution founded our democratic State and common citizenship on the
values of human dignity, the achievement of equality and the advancement of
human rights and freedoms.

These values summon all of us to take up the responsibility and challenge of
building an equitable, just, human and caring society. In establishing an
education and training system for the 21st century, we carry a special
responsibility to implement these values and to ensure that all learners pursue
their learning potential to the fullest.

An inclusive system of education and training includes a preventative and
developmental approach to support. As described in Education White Paper 6,
this deals with special needs of education and the building of an inclusive
education and training system.

It aims to reduce and/or prevent learning and developmental barriers, which
learners may encounter at any stage in their learning careers. The emphasis is
on learners who have been, or who are, disadvantaged in terms of educational
provision and support.

At the Inclusive Education Colloquium presented by the Directorate:
Specialised Education Support Services in October 2004, I said that "The
Western Cape Education Department (WCED) is determined to implement inclusive
education. Important to note is that inclusive education is a gradual
step-by-step process based on responsibility, consideration and contemplation."
Where are we now in this process?

Field-testing outcomes: The Heads of Education Departments Committee
(HEDCOM) Sub-committee on inclusive education is responsible for implementing
the National Inclusive Education Field Test. The Directorate: Inclusive
Education liaises with provincial departments in a co-ordinating capacity to
facilitate the programme.

Inclusive education co-ordinators of all the provincial departments of
education meet quarterly in Pretoria as the National Co-ordinating Committee
for Inclusive Education to review the following field-testing outcomes:

* procedures and organisation for special schools and resource centres
functioning as part of the district-based support team
* procedures to determine intensity and level of support needed
* assessment indicators to determine the intensity and level of support
* procedures to translate the level of support into resource formula for
programmes
* provision of intervention programmes, material resources and assistive
devices
* an operational framework for support services, in line with the proposals in
Education White Paper 6
* diagnostic assessment tools in line with the principles of outcomes-based
education and the National Curriculum Statement
* indicators to assess contextual and systemic barriers
* a protocol for the administration of the assessment and identification
procedures, focusing on the roles of teachers, schools, districts, parents and
learners
* specifications for the role functions of the district-based support team
members within an integrated and holistic system
* admission procedures to ensure that access is provided to learners who have
been excluded from facilities and support; and
* a national inclusive education funding formulae

National and provincial training programmes

The National Department of Education, with donor funding from Sweden and
Finland, implemented the human resource development component of the field
test.

This field test was based on the strategies for screening, identification,
assessment and support (which use the level of intensity of support needs as a
determinant for funding and support provisioning) and the Guidelines for
Inclusive Learning Programmes (for the purpose of curriculum adaptation and
alternative assessment) so that all learners can be accommodated within the
framework of the National Curriculum Statement.

Curriculum support has been identified as a key area urgently in need of
strengthening, especially as regards the management of the National Curriculum
Statement and assessment.

The WCED's focus in its 2007/08 Strengthening of Special Schools Programme
is enabling these special schools to function as resource centres that provide
curriculum support to mainstream schools.

The WCED Directorate: Specialised Education Support Services has received a
sum of R951 000 from the national Department of Education to be used
specifically for this purpose. Workshops are being held for all special
schools, including teachers from units at primary schools. Schools are grouped
for workshops according to types of disability, specialisation and band.

Many questions about curriculum in special schools have been asked at these
workshops, and some of them still need to be answered. These questions have
been communicated to the national department. However, the outcomes to be
achieved through this Special Schools' Strengthening Project are the
following:

* Special school principals are equipped to manage the National Curriculum
Statement in their schools
* Special school teachers are equipped to implement the National Curriculum
Statement in their classrooms and to assist colleagues in mainstream schools
with curriculum implementation for learners experiencing barriers to
learning
*·Curriculum officials gain insight into the particular challenges faced by
teachers and learners in special schools
*·Suggestions for adaptations of teaching methodology and assessment are
compiled in order to contribute to the national process.
*·Special school staffs have an opportunity to network with one another and
with WCED curriculum officials to strengthen support mechanisms.

Inclusive education in the wider system

During 2007, intensive Education Management and Development Centre (EMDC)
orientation workshops focused on implementing Booth and Ainscow's Index for
Inclusion and the Individual Support Plan for learners experiencing barriers to
learning.

The index provides clear indicators for the joint district-based support
team and school planning, as well as assistance to schools to enable them to
(a) take control of their own development, and (b) ensure sustainable inclusive
education implementation that accord with their own values.

Inclusive education is widely implemented in learning institutions. It is
essential, therefore, that the process of whole school evaluation, implemented
by the Directorate: Quality Assurance, includes inclusive education as one of
its focuses. Each and every school development plan must be based on inclusive
practices.

Accessible and appropriate support for all learners

All WCED special schools are developed so as to eventually function as
resource centres to full-service schools.

The provincial plan makes provision for the expansion of the number of units
at mainstream schools in order to ensure that there will be a full-service
school in each circuit, and that it is situated close to where learners reside.
The rationalisation process is being implemented and the number of schools of
skill will increase annually.

Redesign and support service delivery

Roles and responsibilities of Head Office and district officials in the
establishment and maintenance of district-based support teams, resource
centres, special schools, full-service schools and institutional level support
teams are vital for the organisation of effective service.

They include the need for clarity on the respective roles and functions of
therapists, special school staff, school psychologists, school social workers
and learning support staff.

The challenge is to make support services available to all learners and to
promote curriculum accessibility for all learners experiencing barriers to
learning – bearing in mind that in South Africa there are approximately six
times more learners experiencing barriers to learning than there are in the
so-called developed world.

Uitdagings

Die inklusiewe atmosfeer in 'n skool – spesiale skole ingesluit – word
beheer deur die skoolhoof en skoolbestuurspan. Dit is verblydend om te sien dat
die meeste skole inklusie sien as 'n integrale aspek en nie as 'n aangelapte
funksie nie.

Inklusiewe onderwys is die rigtinggewende faktor in alle
besluitnemingsprosesse, hetsy of dit handel oor kurrikulum, toelatings of
ondersteuningsdienste.

Die grootste uitdaging bly die verspreiding van die ondersteunings-dienste
op so 'n wyse dat geografiese, finansiële, personeel- en logistieke kwessies
soos vervoer en lang waglyste effektief hanteer sal word.

Sekere aspekte is van kardinale belang. Daar is reeds genoem dat die
skoolontwikkelingsplan, die distriksontwikkelingsplan en die
heelskoolevaluering (en ontwikkeling) inklusiewe beginsels insluit.

Daarbenewens is dit uiters belangrik om ter wille van effektiewe
dienslewering te verseker dat elke hoofstroomskool ‘n funksionele
onderwysondersteuningspan het.

Voorts is dit belangrik om daarop te wys dat effektiewe inklusiewe onderwys
gebaseer is op vertroue, respek, gesamentlike beplanning, 'n gedeelde visie en
'n strewe na 'n voorkomende ontwikkelings benadering tot
ondersteuningsdienste.

The key strategies required for the realisation of an integrated education
system are the following:

* the infusion of support services throughout the system through the
development of special schools as resource centres, full-service schools,
institutional-based support teams and multifunctional district-based support
teams

* early identification of learners experiencing barriers

* curriculum accessibility for all learners

* the holistic development of centres of learning to ensure accessible
buildings and a learning environment free from barriers to learning and
development

* the provision of training programmes for educators

* the fostering of integrated support through inter-sectoral
collaboration

* the development of a community-based support system

* mobilisation of vulnerable out-of-school youth; and

* Orientation of management and governing bodies and communication of the
rights, responsibilities and obligations contained in Education White Paper 6
to increase awareness and to ensure that every educator, lecturer, parent,
caregiver and community member understands his or her role, rights and
responsibilities in respect of the system-wide implementation of inclusive
education.

Conclusion

A systemic response is needed if we are serious about turning the effect of
apartheid around by actively facing the challenges in an open, honest,
democratic and transparent manner. Inter-group and interpersonal dynamics may
not interfere with collaborative cultures and co-operation.

Inclusion happens as soon as the process of increasing participation is
started by a change of heart and mind, by inclusive collaborative planning and
prioritisation, by the mobilisation of existing resources and networks, and by
the communication of needs, challenges and successes. It is dedicated people
like you who will make this possible.

For this, I thank you.

Issued by: Department of Education, Western Cape Provincial Government
24 October 2007