ETH302S
Notes
Previous
Assignments
Exam prep
,Notes and Exam Prep:
WHAT IS INCLUSIVE
EDUCATION?
Inclusive education is not simply a new name
for ‘Special Needs Education”. It is much
broader and can be seen as the core of what
we as a nation want to achieve in terms of
developing a transformed and integrated
society in which there is tolerance and respect
for diversity and the human rights of all
people. Inclusion can be defined as:
Acknowledging that all children and youth
can learn and that all children and youth
need support.
Enabling education structures, systems and
learning methodologies to meet the needs
of all learners.
Acknowledging and respecting differences
in learners, whether due to age, gender,
ethnicity, language, class, disability, HIV or
other infectious diseases.
Broader than formal schooling and
acknowledging that learning also occurs in
the home and community, and within
formal and informal settings and structures.
Changing attitudes, behaviour, teaching
methods, curricula and environment to
meet the needs of all learners;
Maximising the participation of all learners
in the culture and the curriculum of
educational institutions and uncovering and
minimising barriers to learning.
THE STRATEGIC LEVERS FOR
INITIATING THE CHANGE
Education White Paper 6 outlines six strategic
levers for change in the system as a whole:
STRATEGY 1 Within mainstream
education, the general orientation and
introduction of management, governing
bodies and professional staff to the inclusion
model, and the targeting of early identification
of learners who experience barriers to learning
(including learners with disabilities) and
intervention in the General Education and
Training Band.
STRATEGY 2 Mobilisation of the large
number of disabled and other vulnerable outof-school youth.
STRATEGY 3 Phased conversion of 500
primary schools into full-service schools over
20 years to serve as models of inclusive
practice and provide a full range of support.
STRATEGY 4 Establishing district-based
, support teams to provide an integrated,
community-based support service.
STRATEGY 5 The improvement and
strengthening of special schools to become
resource centres that support
neighbourhood schools and are integrated
into district-based support teams.
STRATEGY 6 Engaging in advocacy and
development of educators and all other
stakeholders to understand the new approach
and our programmes.
WHAT ARE THE SHORT-TERM
GOALS?
To implement a national advocacy and
education programme on inclusive
education.
To expand access to a significant number of vulnerable learners who are
not accessing education at present like children and youth in conflict with
the law, children in child labour, children in need of care and out of school
youth with disabilities.
To designate, plan and implement the conversion of 30 special schools to
resource centres in 30 designated school districts in all 9 provinces.
To designate, plan and implement the conversion of 30 primary schools to
fullservice schools in the same 30 school districts.
To designate, plan and establish 30 districtbased support teams in the
same 30 school districts as above.
To establish systems and procedures for the early identification and
addressing of barriers to learning in the Foundation Phase (Grades R to 3).
To orientate and train all stakeholders in the above schools as well as in
the selected reform schools and districts to manage diversity through the
development of Inclusive Learning Programmes.
WHAT ARE THE MEDIUM-TERM
GOALS?
To transform further education and training and higher education
institutions to recognise and address the diverse range of learning needs
of learners, especially disabled learners.
To expand the targeted community outreach programme to mobilise out-
of school youth and children in line with available resources.
To expand the number of special schools/resource centres, full service
schools and district-based support teams in line with lessons learnt and
available resources.
WHAT ARE THE LONG-TERM GOALS?
To expand provision to reach the target of 380 special schools/resource
centres, 500 full service schools and colleges and districtbased support
teams and the 280, 000 outof-school children and youth.
WHAT ARE BARRIERS TO
LEARNING?
Barriers to learning are those factors that hinder
Notes
Previous
Assignments
Exam prep
,Notes and Exam Prep:
WHAT IS INCLUSIVE
EDUCATION?
Inclusive education is not simply a new name
for ‘Special Needs Education”. It is much
broader and can be seen as the core of what
we as a nation want to achieve in terms of
developing a transformed and integrated
society in which there is tolerance and respect
for diversity and the human rights of all
people. Inclusion can be defined as:
Acknowledging that all children and youth
can learn and that all children and youth
need support.
Enabling education structures, systems and
learning methodologies to meet the needs
of all learners.
Acknowledging and respecting differences
in learners, whether due to age, gender,
ethnicity, language, class, disability, HIV or
other infectious diseases.
Broader than formal schooling and
acknowledging that learning also occurs in
the home and community, and within
formal and informal settings and structures.
Changing attitudes, behaviour, teaching
methods, curricula and environment to
meet the needs of all learners;
Maximising the participation of all learners
in the culture and the curriculum of
educational institutions and uncovering and
minimising barriers to learning.
THE STRATEGIC LEVERS FOR
INITIATING THE CHANGE
Education White Paper 6 outlines six strategic
levers for change in the system as a whole:
STRATEGY 1 Within mainstream
education, the general orientation and
introduction of management, governing
bodies and professional staff to the inclusion
model, and the targeting of early identification
of learners who experience barriers to learning
(including learners with disabilities) and
intervention in the General Education and
Training Band.
STRATEGY 2 Mobilisation of the large
number of disabled and other vulnerable outof-school youth.
STRATEGY 3 Phased conversion of 500
primary schools into full-service schools over
20 years to serve as models of inclusive
practice and provide a full range of support.
STRATEGY 4 Establishing district-based
, support teams to provide an integrated,
community-based support service.
STRATEGY 5 The improvement and
strengthening of special schools to become
resource centres that support
neighbourhood schools and are integrated
into district-based support teams.
STRATEGY 6 Engaging in advocacy and
development of educators and all other
stakeholders to understand the new approach
and our programmes.
WHAT ARE THE SHORT-TERM
GOALS?
To implement a national advocacy and
education programme on inclusive
education.
To expand access to a significant number of vulnerable learners who are
not accessing education at present like children and youth in conflict with
the law, children in child labour, children in need of care and out of school
youth with disabilities.
To designate, plan and implement the conversion of 30 special schools to
resource centres in 30 designated school districts in all 9 provinces.
To designate, plan and implement the conversion of 30 primary schools to
fullservice schools in the same 30 school districts.
To designate, plan and establish 30 districtbased support teams in the
same 30 school districts as above.
To establish systems and procedures for the early identification and
addressing of barriers to learning in the Foundation Phase (Grades R to 3).
To orientate and train all stakeholders in the above schools as well as in
the selected reform schools and districts to manage diversity through the
development of Inclusive Learning Programmes.
WHAT ARE THE MEDIUM-TERM
GOALS?
To transform further education and training and higher education
institutions to recognise and address the diverse range of learning needs
of learners, especially disabled learners.
To expand the targeted community outreach programme to mobilise out-
of school youth and children in line with available resources.
To expand the number of special schools/resource centres, full service
schools and district-based support teams in line with lessons learnt and
available resources.
WHAT ARE THE LONG-TERM GOALS?
To expand provision to reach the target of 380 special schools/resource
centres, 500 full service schools and colleges and districtbased support
teams and the 280, 000 outof-school children and youth.
WHAT ARE BARRIERS TO
LEARNING?
Barriers to learning are those factors that hinder
