Directorate: Inclusive and Specialised Education Support
Directorate: Inclusive and Specialised Education Support
Embedded Files
DIRECTORATE: INCLUSIVE AND SPECIALISED EDUCATION SUPPORT
021-467 2028
18th Floor, Golden Acre Building
DIRECTOR: Ms Berenice Daniels
DIRECTOR: Ms Berenice Daniels
The Vision
The Vision
The Vision for Inclusive Education is the development of an inclusive education and training system.
The Vision for Inclusive Education is the development of an inclusive education and training system.
The time-line for the implementation of the framework in the national Education White Paper 6, is 20 years and started in 2001.
The time-line for the implementation of the framework in the national Education White Paper 6, is 20 years and started in 2001.
In an inclusive system, there will be capacity at all sites of learning and in all sectors of the education system to identify and address barriers to learning and development.
In an inclusive system, there will be capacity at all sites of learning and in all sectors of the education system to identify and address barriers to learning and development.
The education system will be able to recognise and then accommodate diverse learning needs. Specialised support will be provided in a range of settings.
The education system will be able to recognise and then accommodate diverse learning needs. Specialised support will be provided in a range of settings.
Strategic areas of change
Strategic areas of change
1. Building capacity in all education departments to develop an inclusive education system
1. Building capacity in all education departments to develop an inclusive education system
2. Establishing/strengthening district-based support teams
2. Establishing/strengthening district-based support teams
3. Establishing/strengthening school-based support teams
3. Establishing/strengthening school-based support teams
4. Conversion of Special Schools into Special School Support Centres
4. Conversion of Special Schools into Special School Support Centres
5. Identifying, designating and establishing full-service schools
5. Identifying, designating and establishing full-service schools
6. Early identification of severe barriers to learning in collaboration with the Departments of Health and Social Development
6. Early identification of severe barriers to learning in collaboration with the Departments of Health and Social Development
7. Developing the capacity of educators in curriculum and assessment differentiation
7. Developing the capacity of educators in curriculum and assessment differentiation
8. Mobilising public support
8. Mobilising public support
9. Mitigating the effect of HIV/AIDS and other infectious diseases
9. Mitigating the effect of HIV/AIDS and other infectious diseases
The outcome is to optimise academic and social participation of all learners in the culture and curriculum of educational institutions, to minimize barriers to learning and increase retention. Specialised support is to be provided in a range of settings according to learner needs.
The outcome is to optimise academic and social participation of all learners in the culture and curriculum of educational institutions, to minimize barriers to learning and increase retention. Specialised support is to be provided in a range of settings according to learner needs.
Specialised Support
Specialised Support
Specialised support is provided at provincial level from Special School, Specialised Support and HIV/Care and Support Programme Managers. At district and circuit level, there are transversal specialised support teams of social workers, psychologists, learning support advisors, therapists.
Specialised support is provided at provincial level from Special School, Specialised Support and HIV/Care and Support Programme Managers. At district and circuit level, there are transversal specialised support teams of social workers, psychologists, learning support advisors, therapists.
At school level there are learning support teachers and care and support assistants. Support is accessed via the WCED Support Pathways which are based on the Screening, Identification, Assessment and Support tool.
At school level there are learning support teachers and care and support assistants. Support is accessed via the WCED Support Pathways which are based on the Screening, Identification, Assessment and Support tool.
Support Foci for 2020/2021
Support Foci for 2020/2021
1. Taking the support to the learner
1. Taking the support to the learner
2. Focus on parents: Providing information, support, obtaining their inputs
2. Focus on parents: Providing information, support, obtaining their inputs
3. Focus on the learner: Profiling of learners receiving support
3. Focus on the learner: Profiling of learners receiving support
4. Sharing good practice
4. Sharing good practice
5. Providing access to support for vulnerable learners and school communities
5. Providing access to support for vulnerable learners and school communities
6. Enabling access for all children
6. Enabling access for all children
- The Inclusive Education eLearning course consists of six (6) Modules. Each module has two (2) parts:
- Part 1 deals with basic content and Part 2 that applies the content the school environment.
- Each part is made up of Topics. In the case of Module 2: “Creating an inclusive environment in South African schools”, Part 1 consists of five (5) topics.
- To access each Topic, simply click on the topic icon. This will take you through the first page of that topic.
- Once you have worked your way through the topic, you will be directed to this homepage and the topic will now be a green arrow showing that it has now been completed.
- Once all five (5) topics of Module 2 Part 1 have been completed, you will be given a chance to move on to Part 2. Simply click the arrow.
- Work through each one of the topics on Part 2 to complete the module.
link to the: IE ONLINE COURSE MODULE: 0
link to the: IE ONLINE COURSE MODULE: 0
Developer: Chasfred Ahrends/2020
Page updated
Report abuse