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Inclusion: theory and practice
The Chairperson
Mr E T Radebe
P O Box 687, 1214
kaNyamazane
Tel: 082 8528 987
Fax: (013) 75 27981
E-mail:
lidpret@global.co.za
The main objective of any education system in a democratic society is to provide quality education for all learners so that they will be able to reach their full potential and will be able to meaningfully contribute to and participate in that society throughout their lives. The responsibility of the education system to develop and sustain such learning is premised on the recognition that education is a fundamental right which extends equally to all learners. Exercising this responsibility involved ensuring that the education system creates equal opportunities for effective learning by all learners.
The Mpumalanga School Education Act, Act 8 of 1995, reinforces the rights of learners as provided for in the South African Constitution, and includes, among others that
"Every learner shall have the right to -
· basic education and equal access to schools and centres of learning
· instruction on the language of his or her choice where this is reasonably practicableNo person shall be unfairly discriminated against by the Department, a state-aided school or a private school which receives a subsidy in terms of section 66
There shall be a duty on the Department to -
· foster the advancement of persons or groups or categories of persons previously disadvantaged by unfair discrimination, in order to enable their full and equal enjoyment of educational rightsEducational policy shall be aimed at -
· improving the quality and availability of educational opportunities and resources to the people of the province"
The above sets the scene for the development of kaMagugu Primary School as an inclusive and multi-lingual centre of learning.
Kamagugu is an emerging suburb of the Greater Nelspruit Transitional Local Council, the capital of Mpumalanga Province. Being a new development within South Africa’s first ever democratic dispensation, residents have focused on the building of a non-racial and discrimination-free suburb.Residents have been experiencing significant problems with having their children enrolled in public schools within the Nelspruit Education Circuit. Even when successful, they encounter problems with transport to and from these schools, as kaMagugu is not within walking distance of any of the schools. Education has therefore been high on the agenda of the kaMagugu Residents’ Committee since its establishment.
Community involvement in general, and parent involvement in particular, has been active, and parents have indicated that they are willing to play an active role in building the culture of learning, teaching and service within kaMagugu.
It is estimated that as many as 80-85% of disabled children of school-going age (i.e. an estimated 30 000) living in Mpumalanga are presently breaking the law by not attending school. Deaf and blind learners however experience virtually total exclusion, as the province has not established any capacity to facilitate learning through Sign Language as the medium of teaching and learning for Deaf learners, or to provide the necessary support to learners with visual disabilities, e.g. Braille facilities, independence training etcetera.
The four major disabled people and parents organisations (Addendum 1) therefore came together in 1997 to discuss the education exclusion experienced by disabled children living in Mpumalanga Province. They formed the Mpumalanga Special Education Initiative Voluntary Association with the aim to develop strategies towards access to education for disabled learners, as well as to facilitate the establishment of pilot projects to demonstrate good inclusive practice.
A grant of R 570 500 from the Independent Development Trust for the building of classrooms kickstarted delivery.
After intensive debate and investigations, the committee decided that they wanted the funds to be spent to facilitate access to education for Deaf and visually impaired learners in particular within inclusive learning environments. Negotiations with the Nelspruit Education District Manager resulted in kaMagugu being earmarked as the most feasible option.
The Voluntary Association as a result facilitated a process whereby barrier free plans for the school buildings were drafted and approved in consultation with an architect’s firm, the plans were costed, tenders for the first 3 classroom blocks were awarded, and additional funds and donations were sought.
A decision was taken to enroll the first intake of Grade R Deaf learners to enable them to acquire Sign Language skills, as this is essential
The first Grade R classes for Deaf children opened on temporary premises in April 1998, a parents steering committee was elected, and the personnel and volunteers temporarily redeployed received Sign Language training to facilitate learning.
The Mpumalanga Special Education Initiative Steering Committee next attended a general meeting of the kaMagugu community to brief the community about the concept behind the inclusive multi-lingual school. The community mandated their Residents’ Committee to take the process forward for the development of the school.
This led to the establishment of the kaMagugu Primary School Committee, which was formed by the Mpumalanga Special Education Initiative Steering Committee, the parents steering committee and the kaMagugu Residents’ Committee, who is now responsible for the development of the school. The committee is furthermore in the process of applying to the MEC for Education to be appointed as the acting school governing body for kaMagugu Primary School.
This committee has fully endorsed the principles of non-discrimination, excellence, inclusion and innovation to guide the development of the school.
The curriculum and education system to date have generally failed to respond to the diverse needs of the learner population, resulting in massive numbers of drop-outs, push-outs, exclusion and failures.
Inclusive education, in contrast, means that children and young people, irrespective of race, language, religion, class or ability, learn together in barrier-free schools and centres of learning. Inclusion therefore simply means enabling learners to participate to the best of their abilities.
So although inclusive education is often exclusively associated with the
integration of disabled learners into the mainstream, it is much more than
this. It is about
• a change in attitudes towards people with
disabilities, people from different religious groups, people from different
race groups or gender, etcetera.
• putting into practice principles
and beliefs in non-discrimination
• developing flexible curricula
• creating barrier free built environments
• skilled and flexible
teaching
• cooperative learning
• teaching support
•
skilled school management and sound governance based on human rights principles
Inclusive education is a human rights issue. There are no legitimate reasons to separate children for their education. Children belong together - with advantages and benefits for everyone. They do not need to be protected from each other.
Research shows that
· children do better, academically and
socially, in integrated settings.
· there is no teaching or care in
a segregated school which cannot take place in an ordinary school.
·
given commitment and support, inclusive education is a more efficient use of
educational resources.
South Africa is an example of the negative impact segregation has on our communities, where segregation has taught children to be fearful, ignorant and filled with prejudice, as apartheid has restricted our understanding of each other.
Inclusive practices in contrast
· have the potential to
reduce fear and to build friendship, respect and understanding.
·
assist children to develop relationships and prepare them for life in diverse
work environments after school
· facilitate familiarity and
tolerance which reduce fear and rejection. Inclusive education contributes to a
greater equality of opportunities for all members of society.
Inclusion of Deaf learners imply that they will be able to learn through
their first language, which is SA Sign Language-
· Sign Language
helps Deaf people break through their isolation and facilitates integration
into society.
· Sign Language helps Deaf people to develop an
identity both individually and as a group.
· Sign Language
facilitates learning other languages.
The development of a primary public school that promotes quality education for all and that enables all learners to participate actively in the education process so that they can develop and extend their potential and participate as equal members of society.
Human Rights and Social Justice
· All learners will
have equal access to quality education.
· All learners, teachers and
parents will be treated with dignity and respect, irrespective of race,
religion, language, class or ability.
Participation and Social Integration
· All learners
will be provided with the widest possible educational and social opportunities
which will enable them to participate in their families and community.
· The school will promote and support social integration by facilitating
respect for diversity and equal participation through anti-bias and human
rights programmes, a barrier-free environment, teacher development and parent
empowerment.
Access to the Curriculum
· All learners will be able
to participate actively in the curriculum by freeing the learning environment
of barriers which interfere with the learning and teaching process, and by
providing appropriate support where necessary.
Equity and Redress
· Particular attention will be
given to the facilitation of access for learners previously excluded from the
learning process on the basis of poverty, disability, language, race or gender.
Community Responsive
· Education provided in the
school will be relevant and meaningful to the lives of all learners, and will
prepare learners for both work and life.
· Optimal and effective
involvement of the community in the development of the school will be
facilitated.
Excellence
· The parents, learners and teachers commit
themselves to the fostering of a culture of learning, teaching and service
through active participation, the building of partnerships, human resource
development and transparent and responsible governance.
Innovation
· Facilitating equal and active
participation of all learners, teachers and parents in the learning process
through the use of innovative practices forms a central part in the development
of the school. The school will build partnerships with similar initiatives in
other countries, and will promote the involvement of volunteers and the use of
appropriate technology.
KaMagugu is a regular school which will cater for ALL the children from the feeder area (i.e. also those with disabilities), as well as Deaf learners and children with visual disabilities from the Nelspruit and surrounding districts. The primary school will cater for approximately 800 learners of whom 200 will be Deaf or blind.
The school will be fully inclusive. This simply means that
1. the school will be built in accordance with the Building Regulations of 1986 to ensure barrier free access to the built environment. Children, teachers and parents using wheelchairs or crutches will therefore also be able to use the school.
2. SA Sign Language will receive equal recognition as spoken languages both as medium of instruction and as a learning area and that bi/multi-linguism be actively promoted. The school will therefore be dual-medium
3. a Development and Support Unit will be established as part of
the school. It will incorporate
· a low vision/braille section where
learners with visual disabilities can access life skills (mobility and
orientation) as well as other skills which will enable them to access the
curriculum (e.g. Braille, typing etc.) before being integrated into regular
classrooms,
· a media/computer centre, as well as
· a
curriculum development section where innovative OBE material development and
teacher training will be coordinated and facilitated.
4. Early Childhood Development(ECD) centres be established within the local communities where children live. These centres will specifically focus on early intervention and stimulation, as well as access to communication (SA Sign Language) and social integration. The ECD centres will receive support from the Development and Support Unit
5. hostel facilities during week days might be necessary for learners who live too far to travel on a daily basis, and/or for learners who are orphans. A decision on whether the facilities are to be on the school premises, or whether small community homes are to be established, have not yet been taken.
6. an estimated 13 classroom blocks will be needed to accommodated all the learners in the primary school (4 classroom blocks for Sign Language medium classes, 2 blocks for the Support and Development Unit, 7 classroom blocks for Siswati/English medium classes). There are three different designs for the classroom blocks which will be combined to provide classrooms, ablutions facilities and administration blocks-
· Type A - 3 classrooms with a small open air recreation area
· Type B - 2 classrooms, toilets and a small open air recreation
area
· Type C - 2 classrooms, office, store-room and a small open
air recreation area
The school will promote the development of an innovative curriculum within outcomes-based education to respond to the envisaged diversity within the learner population.
The multi-lingual character of the school promotes
· the
availability of Sign Language as a first, second and third language option
· an emphasis on equipping learners with innovative communication skills
The inclusive character of the school promotes
· the
development of flexible curriculum, i.e. what is taught, how it is taught
· innovative learning and teaching materials development
·
child-to-child approaches
· cooperative learning
· the
use of appropriate technology
· life skills training, including
exposure to human rights and anti-bias education
· on-going and
innovative development of teachers, school management and governance, parent
empowerment and support staff
The Department of Education has agreed to redeploy posts to the school as per enrollment. One acting principal and three teachers have temporarily been redeployed to the Grade R classes which opened for Deaf learners in April 1998. The Committee is negotiating with the Department regarding the permanent redeployment of posts to the school, as this will allow for the appointment of skilled teachers able and willing to contribute towards the vision of the school.
Deaf and blind children under current ELRC agreements have a weight of 5, which simply means that a teaching post is allocated for every 7 Deaf/blind children in the school. The school will therefore be well-resourced with teachers.
Mpumalanga Department of Education
Education in Mpumalanga as it relates to the education of disabled learners is managed in two ways -
· the Provincial Head Office: SEN Division is responsible for
special schools, whilst
· the District Office: SEN Division is
responsible for assessment, placement and support and guidance to mainstream
schools.
· the District Office is also responsible for management of
mainstream schools within its jurisdiction
The Nelspruit District Manager, who is in full control of the district budget and planning of services, has expressed full support for the project. The Programme Head : SEN Services in the province has also given his full support, as it is in line with identified priorities in the province.
The Education Portfolio Committee of the Mpumalanga Legislature has furthermore pledged its full support.
Disability Desk in the Office of the Premier
The Disability
Desk in the Office of the Premier plays a facilitating role to ensure effective
inter-sectoral collaboration. The Premier, as Patron of children and adults
with disabilities, has given his personal support and commitment to the
development of kaMagugu Primary School as a model for inclusive education.
Department of Health and Welfare
The Department of Health
and Welfare’s disability service programme heads have pledged support to
the initiative. Health’s contribution will be mainly in terms of the
provision of functional assistive devices e.g. spectacles and hearing aids, as
well as functional assessments. Welfare’s contribution will focus on
social security for children from poverty-stricken families, as well as
parental and family guidance.
Department of Arts, Culture, Sport and Recreation
The
Cultural Division will be approached to become involved with Sign Language
Development, whilst the Sport Division will be approached to become involved in
the development of integrated sport at school level.
Disability Sector
Involvement by the disability sector will
form a central part in the provision of support services to the school, e.g.
· DEAFSA will assist with the training of teachers and parents in
Sign Language skills, as well as in providing Deaf learners with role
models
· The Mpumalanga Council for the Blind (MPCB) will assist
with peer counselling of learners with visual impairments, the development of
personnel working the low vision/braille section, teacher development and
braille development
· The Disabled Children Action Group (DICAG)
will assist with the development and implementation of parent empowerment
programmes, anti-bias programmes etcetera
· Disabled People South
Africa (DPSA) will provide peer counselling programmes to learners with
disabilities
The involvement of NGO’s involved with educational development will be encouraged to assist with teacher and curriculum development.
· The school will be governed as per regulations set out in the
Mpumalanga School Education Act, Act 8 of 1995, and its accompanying
Regulations relating to Governing Bodies for Public Schools for both Mainstream
Schools and Schools for Learners with Special Education Needs.
· The
kaMagugu Primary School Committee (Addendum 3) has applied to the MEC for
recognition as acting School Governing Body until the school if fully
operational. An interim constitution has been adopted.
(Addendum 4)
· The kaMagugu Primary School Committee has opened a bank
account with ABSA Bank, Nelspruit -
- Account Name : KaMagugu Primary
School
- Type of Account : Current Account
- Branch : Nelspruit
-
Account Number : 4049024003
· At least two of three signatories will sign all cheques, and
financial statements will be tabled at all School Committee meetings. The
signatories are the chairperson, secretary and treasurer.
· The firm
of J K Sithole has been appointed as auditors for the school account.
· Donor funds/school fees received for specific purposes will be
separately audited.
Government Support
The Mpumalanga Education Department has registered the school, and the school therefore qualifies for the following support from the Department according to the incoming norms and standards for the funding of public schools-
· Payment of salaries of teachers and the principal
·
Basic stationary and textbooks
· Disabled learners will be
individually registered with the SEN Division to enable the Department to pay
SEN subsidies towards the education of these learners. The SEN Division at Head
Office has budgeted for subsidies for 30 Deaf learners for 1999 at kaMagugu
Primary School.
· Hostel subsidies for children living far from
school
The School Committee is in the process of raising funds for the following:
Construction Budget
| · Primary school with 13 classroom blocks, administration block, ablution facilities, earth works etc. | R4 500 000 |
| · 5 ECD centres @ R 100 000 each | R 500 000 |
| R5 000 000 |
Landscaping
Extensive landscaping will be needed due to the steep gradient and solid rock on the premises. Quotations are presently being sought.
Other (2 years)
| · Teacher training and reorientation | R 100 000 |
| · Bursaries for training of Sign Language Interpreters (2) | R 40 000 |
| · Training of Deaf activists as counsellors/instructors | R 15 000 |
| · Training of houseparents | R 5 000 |
| · Reorientation and training of education support personnel | R 10 000 |
| · Community & school awareness programmes | R 20 000 |
| · Materials Development | R 10 000 |
| · Equipment (low vision, Braille, FM systems, VCR’s etc) | R 100 000 |
| · Salaries (part-time teachers/instructors) | R 100 000 |
| R 300 000 |
The School Committee has to date secrued the following funds/donations:
· An amount of R 570 500 from the Independent Development Trust
(IDT) for the building of the first three classroom blocks in Phase 1. There is
however an estimated shortfall of R178 000 for Phase 1.
· Old Mutual
has donated 8 Perkins Braille machines, as well as 2 television and video
machines each to the school.
· SAFA has donated an amount of
R2977.00 raised through a youth soccer competition in the Greater Nelspruit
area.
· 40 000 face bricks have been donated by Middelwit Stene.
· Corobrick has also donated a total of 150 000 semi-face bricks, which
will be used for the parameter wall, as well as for the building of ECD
centres.
· Nelson Mandela Children’s Fund has donated a total
of R 150 000 for the acquisition of equipment and teacher development
KaMagugu Primary School will be constructed in phases as funding is secured.
Phase 1
The tender for the building of the first two classroom blocks (5 classrooms, ablution facilities and an office and store-room) for Phase 1 has been awarded to African Development, and building started in December 1998. It is expected that these classrooms will be ready for occupation towards May 1999. The Deaf children presently enrolled will continue to use the temporary former hostel premises at Thembeka Secondary School in kaNyamazane until then.
Ten percent (10%) of all labour come from the local community, including the disability sector, and a community liaison officer (CLO) has be appointed to ensure community involvement and benefit from the building first phase.
The KaMagugu Primary School is a unique initiative in the short history of the new democratic South Africa. It will eventually go down in the history books as an example of what people-driven development has achieved in the reconstruction and development of this beautiful country.
After all, education is not a privilege - it is a basic human right.
Addendum 1
| Name | Founding Organisation | |
| Chairperson | E.T. Radebe | kaMagugu Resident’s Committee |
| Deputy Chairperson | L. Pretorius(alternative: P. Mahlakoane) |
Mpumalanga Special Education Initiative |
| Secretary | M. Mashele | Parents Steering Committee (Deaf children) |
| Deputy Secretary | S. Zwane | kaMagugu Residents’ Committee |
| Treasurer | K. Mashego | kaMagugu Residents’ Committee |
| Coordinator/PRO | C. Maetisa | kaMagugu Residents’Committee |
| Coordinator/PRO | M. Mndawe(alternative: E. Maduna) |
Mpumalanga Special Education Initiative |
| Additional Member | G. Salila | Parents Steering Committee (Deaf children) |
Addendum 2
Disabled People South Africa (DPSA)
DPSA is the provincial
assembly of disabled people. The Provincial Development Team (PDT) is formed by
two representatives each from the approximately 33 community based member
organisations, representing some 700 people with disabilities. All the member
organisations are controlled by disabled people themselves. A provincial office
staffed with a provincial development coordinator, a secretary, an office
assistant and a driver provides support to the member organisations. Contact :
Mr M Mashaba, 013-7810181.
Disabled Children Action Group (DICAG)
DICAG is the umbrella
provincial parent organisation, and has a present membership of approximately
20 community based parent organisations representing some 500 parents and 400
children with disabilities. These organisations have managed to establish some
12 day care centres which provide a place of safety where basic stimulation and
school preparation can take place. DICAG does not have any staff members and
parents operate as activists from their homes. Contact : Ms M Mashele,
013-7593825.
Deaf Federation of South Africa (DEAFSA)
DEAFSA opened its
first office in the province in 1996. It has recently appointed four staff
members, i.e. Provincial Director, Sign Language Development Officer,
Development Worker and a Sign Language Interpreter. Both the Sign Language
Development Officer and Development Worker are Deaf. A Provincial Advice
Committee (PAC) who consists of Deaf leaders provide guidance to the office.
Contact : Mrs Ina Roux. 0135-656 1998.
South African National Council for the Blind (SANCB)
The
SANCB also only recently opened offices in Mpumalanga. It has established a
Mpumalanga Provincial Council Steering Committee consisting both of people with
visual disabilities and service-providers. Contact : Johnson Mdluli at
013-7523559.
Inclusion: theory and practice
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30/03/1999