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EDUCATION WHITE PAPER 6 - Whole Schooling

EDUCATION WHITE PAPER 6 Special Needs EducationBuilding an inclusive EDUCATION and training May 20012 CONTENTS PAGEI ntroduction by the Minister of Education5 Executive Summary7 CHAPTER 1:WHAT IS AN INCLUSIVE EDUCATION AND TRAININGSYSTEM? WHITE PAPER The Current Profile and Distribution of Special Schools andLearner is Inclusive EDUCATION and training ? An Inclusive EDUCATION and training System:The First and Other Infectious Diseases23 CHAPTER 2:THE FRAMEWORK FOR ESTABLISHING AN INCLUSIVEEDUCATION AND training The Framework for Establishing an Inclusive EDUCATION andTraining and training Policies, Legislation,Advisory Bodies and Governance and EDUCATION Support Provision and EDUCATION and , Assessment and Quality , Advocacy and and other Infectious Strategy34 CHAPTER 3: FUNDING Success Expenditure Access and attached to Expanding Access and of Provincial EDUCATION and training and Higher Time 4:ESTABLISH

2.2 The Framework for Establishing an Inclusive Education and Training System 26 2.2.1 Education and Training Policies, Legislation, Advisory Bodies and Governance and Organisational arrangements 26 2.2.2 Strengthening Education Support Services 28 2.2.3 Expanding Provision and Access 29 2.2.4 Further Education and Training 30 2.2.5 Higher ...

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Transcription of EDUCATION WHITE PAPER 6 - Whole Schooling

1 EDUCATION WHITE PAPER 6 Special Needs EducationBuilding an inclusive EDUCATION and training May 20012 CONTENTS PAGEI ntroduction by the Minister of Education5 Executive Summary7 CHAPTER 1:WHAT IS AN INCLUSIVE EDUCATION AND TRAININGSYSTEM? WHITE PAPER The Current Profile and Distribution of Special Schools andLearner is Inclusive EDUCATION and training ? An Inclusive EDUCATION and training System:The First and Other Infectious Diseases23 CHAPTER 2:THE FRAMEWORK FOR ESTABLISHING AN INCLUSIVEEDUCATION AND training The Framework for Establishing an Inclusive EDUCATION andTraining and training Policies, Legislation,Advisory Bodies and Governance and EDUCATION Support Provision and EDUCATION and , Assessment and Quality , Advocacy and and other Infectious Strategy34 CHAPTER 3: FUNDING Success Expenditure Access and attached to Expanding Access and of Provincial EDUCATION and training and Higher Time 4.

2 ESTABLISHING THE INCLUSIVE EDUCATION ANDTRAINING Long Term Short to Medium Term Areas of Building Capacity in all EDUCATION Strengthening the Capacities of all Advisory Bodies Establishing District Support Auditing and improving the quality of and converting Special4 Schools to Resources Identifying, designating and establishing Full Service Schools,Public Adult Learning Centres, and further and HigherEducation Establishing Institutional Level Support Assisting in establishing mechanisms at community level forthe Early Identification of Severe Learning Developing the professional capacity of all educators inCurriculum Development and Promoting Quality Assurance and Quality Mobilising Public HIV/AIDS and other Infectious Developing an Appropriate Funding Strategy48 Annexure A495 INTRODUCTION BY THE MINISTER OF EDUCATIONWhen I announced the Implementation Plan for Tirisano.

3 I noted with regret that ournational and system-wide response to the challenge of Special EDUCATION would bedelayed but brought to the public as soon as we had analysed the comment on theConsultative PAPER (Department of EDUCATION . Consultative PAPER No. 1 on SpecialEducation: Building an Inclusive EDUCATION and training System. August 30, 1999). I amtherefore glad to announce our response in this WHITE am especially pleased that I have had the opportunity to take personal ownership of aprocess so critical to our EDUCATION and training system which begun some five years agoin October 1996 with the appointment of the National Commission on Special Needs inEducation and training and the National Committee on EDUCATION Support Services.

4 I saythis because I am deeply aware of the concerns shared by many parents, teachers,lecturers, specialists and learners about the future of special schools and specialisedsettings in an inclusive EDUCATION and training system. They share these concernsbecause they worry about what kind of educational experience would be available tolearners with moderate to severe disabilities in mainstream EDUCATION . I understand theseconcerns, especially now, after I have observed what a difference special schools canmake when they provide a quality and relevant learning this WHITE PAPER , we make it clear that special schools will be strengthened rather thanabolished.

5 Following the completion of our audit of special schools, we will developinvestment plans to improve the quality of EDUCATION across all of them. Learners withsevere disabilities will be accommodated in these vastly improved special schools, as partof an inclusive system. In this regard, the process of identifying, assessing and enrollinglearners in special schools will be overhauled and replaced by structures thatacknowledge the central role played by teachers, lecturers and parents. Given theconsiderable expertise and resources that are invested in special schools, we must alsomake these available to neighbourhood schools, especially full-service schools andcolleges.

6 As we outline in this WHITE PAPER , this can be achieved by making specialschools, in an incremental manner, part of district support services where they canbecome a resource for all our am also deeply aware of the anxieties that many teachers, lecturers, parents andlearners hold about our inclusion proposals for learners with special EDUCATION fear the many challenges that may come with inclusion - of teaching, communication,costs, stereotyping and the safety of learners - that can be righted only by furtherprofessional and physical resources development, information dissemination andadvocacy.

7 We address these concerns also in this WHITE with thirty and expanding up to 500 schools and colleges, we will incrementallydevelop full-service school and college models of inclusion that can in the long term beconsidered for system-wide application. In this manner the Government is demonstratingits determination that through the development of models of inclusion we can take the firststeps of implementing our policy goal of WHITE PAPER , together with EDUCATION WHITE PAPER 5 on Early ChildhoodDevelopment completes an extraordinary period of seven years of post-apartheid policydevelopment and policy making outlined in EDUCATION WHITE PAPER 1 on EDUCATION andTraining that began in the final quarter of 1994.

8 It is a policy PAPER that took us more timeto complete than any of the five macro-systems policies that it follows upon. This meansthat is has benefited the most from our early experience and knowledge of the complexinterface of policy and is therefore another post-apartheid landmark policy PAPER that cuts our ties with the pastand recognises the vital contribution that our people with disabilities are making and mustcontinue to do, but as part of, not isolated from the flowering of our hold out great hope that through the measures that we put forward in this WHITE Paperwe will also be able to convince the thousands of mothers and fathers of some 280.

9 000disabled children - who are younger than 18 years and are not in schools or colleges - thatthe place of these children is not one of isolation in dark backrooms and sheds. It is withtheir peers, in schools, on the playgrounds, on the streets and in places of worship wherethey can become part of the local community and cultural life, and part of thereconstruction and development of our country. For, it is only when these ones among usare a natural and ordinary part of us that we can truly lay claim to the status of cherishingall our children and exclusion were the decadent and immoral factors that determined the place ofour innocent and vulnerable children.

10 Through this WHITE PAPER , the Government isdetermined to create special needs EDUCATION as a non-racial and integrated component ofour EDUCATION wish to take this opportunity to invite all our social partners, members of the public andinterested organisations to join us in this important and vital task that faces us: of buildingan inclusive EDUCATION system. Let us work together to nurture our people with disabilitiesso that they also experience the full excitement and the joy of learning, and to providethem, and our nation, with a solid foundation for lifelong learning and development. Iacknowledge that building an inclusive EDUCATION and training system will not be will be required of us all is persistence, commitment, co-ordination, support,monitoring, evaluation, follow-up and Kader Asmal, MPMinister of Education7 EXECUTIVE SUMMARY1.


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