White Paper 6: Building an inclusive education and training system…

• The White Paper makes it clear that Special Schools will not be abolished, but will be strengthened

• The considerable expertise and experience regarding special educational needs found

in these schools, however, must also be made available to neighbourhood schools,

especially full-service schools

• Special Schools should become part of district support services where they can

become resources for all schools

• Learners with severe disabilities will still be accommodated in the improved Special

Schools as part of an inclusive system.

• The designated full-service/inclusive schools will be developed as models of inclusion

that can, in the long term, be considered for implementation across the system

• Education support services will be strengthened

Two main Inclusive Education Strategies

• Policy on Screening, Identification, Assessment and Support

(SIAS)

– To determine who needs support, what support is required and

how it will be delivered

• Curriculum Differentiation

– To equip teachers to respond to diverse needs of learners in the

classroom and in assessment

Full-service/Inclusive Schools

• One of the key strategies in the development of a single, inclusive system of education is the conversion of a number of ordinary schools to full-service schools.

• Full-service schools are schools that are inclusive, welcoming all learners and

celebrating diversity.

• The first cohort of full-service schools will become examples of good practice and will

chart the way for all schools/institutions to ultimately become inclusive institutions.

• The guideline document provides criteria or minimum standards that a school/institution

must comply with to be considered an inclusive/full-service school/institution.

The development of an instrument that

supports and monitors inclusive cultures,

policies and practices in a Western Cape

school

Nick Sayser

DCES: Inclusive and Specialised Education Support

Research question and methodology

What are the indicators that can be used to evaluate the development of inclusive practices?

RESEARCH METHOD:

Qualitative Research Paradigm: PARTICIPATORY ACTION RESEARCH PARADIGM (PAR).

This methodology matches the spirit of democracy that permeates the SA society in which the participants live.

THREE INTERCONNECTED DIMENSIONS

OF INCLUSIVE EDUCATION

CULTURES

POLICIES

PRACTICES

Inclusive Cultures:

Teachers and parents collaborate

Teachers have high expectations of learners

All learners are valued

Removal of all barriers to learning and participation

Removal of all forms of discrimination

Different religions are recognised and respected

Teachers work together

Inclusive policies:

Purpose: eradicate marginalisation, exclusion, domination,

ensure access for: poor, foreigners, disabled, HIV learners etc.

Examples of Inclusive Policies:

Language policy

HIV/AIDS policy

Admission policy

Assessment policy

Learning Support policy

Inclusive practices:

Refers to all activities of the school

Curriculum

Instruction

Adaptation of LTSM

Teaching strategies

Curriculum Support

Curriculum Support strategies:

Cooperative learning;

Mobilising outside support for learning;

Sharing best practices amongst teachers;

Collaborative teaching – drawing on different teachers’ strengths;

Community resources are known and drawn upon to enhance teaching and learning;

SGB understand and support the principles of inclusion;

Teachers and school management work together.

RECOMMENDATIONS:

EDUCATION DISTRICTS: Conceptualise inclusion for all schools.

CIRCUIT MANAGEMENT OFFICIALS: Developing and refining

Inclusive Policies with schools. Capacity Building of SGB

members.

ISLES OFFICIALS: Assist schools in transforming school cultures to

respond to diversity.

CURRICULUM ADVISORS: Assist schools to understand and

implement inclusive practices around curriculum.

SCHOOLS: Adopt a common understanding embraced by all.

Review all policies and re-align them with inclusion.