A framework for establishing inclusive education

The White Paper 6 provides a framework for establishing the inclusive education and training system, details a funding strategy and lists key strategies to be adopted in establishing the system in South Africa (Department of Education 2001:5). These strategies include aspects such as the following:

 Emphasising capacity building at leadership and managerial levels and fostering intersectorial collaboration at all levels;

 Strengthening education support services, with the focus on the conversion of special schools into resource centres and developing support teams at district and institutional level;

 Expanding access to and provision of education;

 Developing a flexible curriculum, curriculum support, institutional development, appropriate assessment, appropriate development of materials, and assistive devices;

 Launching a national advocacy and information programme in support of inclusion.

The White Paper 6 recognises that learning is broader than formal schooling and that learning also occurs in the home and community. It also emphasises that in an inclusive education system, education structures need to be enabling, and attitudes, teaching and learning methodologies, and the curriculum changed to reflect inclusive values. All of the above is not possible without supporting the diverse learning needs of all learners, educators and the school system as a whole (Swart & Pettipher 2005:18).

According to White Paper 6 (Department of Education 2001:3), South Africa historically had mainstream schools and special schools for learners with special education needs. These schools specialised in a particular category of special need such as schools for the deaf or schools for children with learning disability or schools for the blind (Department of Education 2001:3). Special schools would cater for the severely disabled and as part of

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the district support services, play a role as resource centres for all schools. Primary schools would be designated for conversion to full service schools so that provision can be expanded and accessibility improved for those learners with special needs. The full service schools would be provided with improved and suitable resources so that a wide range of learners would be accommodated. Full service schools should be incrementally developed and thus the development of models for inclusion would characterise first steps in the implementation of inclusion (Department of Education 2001:4).

The intention is that all learners need to be accommodated in appropriate settings (Department of Education 2001:19). Urgent attention should be given to the role of the classroom educators. They are considered as the primary resource for achieving the goal of an inclusive education and training system. This means that educators need to improve their skills and knowledge, and develop new ones.

 In mainstream education, such as where this research is conducted, priorities include multi-level classroom instruction so that educators can prepare main lessons with variations that are responsive to individual learner needs; co- operative learning; curriculum enrichment; and dealing with learners with behavioural problems.

 In special schools/resource centres, priorities include orientation to new roles within district support services of support to neighbourhood schools, and new approaches that focus on problem solving and the development of learners’ strengths and competencies rather than focusing on their shortcomings only.

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 In full-service schools, priorities include orientation to and training in new roles focusing on multi-level classroom instruction, co-operative learning, problem solving and the development of learners’ strengths and competencies rather than focusing on their shortcomings only (Department of Education 2001:19).

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According to White Paper 6 (Department of Education 2001:29), norms and standards for educator training would include competencies in addressing barriers to learning as well as provide specialised competencies such as life skills, counselling and learner support. Education support personnel within district support services are orientated to and trained in their new roles of providing support to all teachers and other educators. Training focuses on supporting all learners, educators and the system as a whole so that the full range of learning needs can be met.

The White Paper emphasises that one of the most significant barriers to learning for learners in special and ‘ordinary’ schools is the curriculum. In this case, barriers to learning arise from different aspects of the curriculum, such as:

 The content (i.e. what is taught).

 The language or medium of instruction.

 How the classroom or lecture is organised and managed.  The methods and processes used in teaching.

 The pace of teaching and the time available to complete the curriculum.  The learning materials and equipment that is used.

 How learning is assessed.

The most important way of addressing barriers arising from the curriculum is to make sure that the process of learning and teaching is flexible enough to accommodate different learning needs and styles. The curriculum must therefore be made more flexible across all bands of education so that it is accessible to all learners, irrespective of their learning needs (Department of Education 2001:19). The researcher acknowledges that this calls for a radical rethinking of the curriculum practices to assist educators in mainstream schools in creating greater flexibility in their teaching methods and in the assessment of learners. But she is also of the opinion that, such as it happens in this study, deaf learners’ voices should be heard. They should have a say in the way they are supported.

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