Parliament demands inclusive education for children with disabilities

On Wednesday, 19 February, the Public Service and Administration Committee received a joint briefing by the Department of Basic Education and the Department of Women, Children and People with Disabilities on the crucial issue of access to schools for children with disabilities.

In her opening statement, Chairperson of the Committee, Joyce Moloi-Moropa, noted that the Committee had discussed this issue extensively, but targets that were set by government were never quite achieved even though there had been some progress in certain areas. It was time for Parliament to take control of the matter, especially in light of the Basic Education Minister’s declaration that 2013 was the year for “inclusive education”.

Following this declaration, the Department of Basic Education informed the Committee that 553 ordinary public schools had been converted into inclusive full service schools that can grant access to education to children with disabilities. More children with disabilities are attending education institutions. However, the Department warned that early identification is crucial, and that curriculum development should be more inclusive of children with disabilities.

The Department of Women, Children and People with Disabilities cited the lack of inclusive early childhood development opportunities, inaccessible public transport systems, and a lack of national Braille printing and sign language development capacity as factors that hindered children with disabilities from accessing public schools. This Department called for finalisation of policies and legislation that would create enforceable minimum norms and standards to cater for those with disabilities.

The Basic Education Department told the Committee that a teacher-training manual had been developed to ease teachers into working with children with disabilities. However, they also stressed that there was a great need for devices and equipment that enhance learner participation such as Braille typewriters, crutches, hearing devices and wheelchairs. Ultimately, it was the position of the Basic Education Department to make schools more inclusive, protect vulnerable populations and overcome inequality.

Members of the Committee applauded the efforts made by both departments but were curious about the training that teachers would receive regarding children with disabilities, especially since there was a shortage of specialised skills among teachers in dealing with disabilities.

Although pleased to hear of the progress that was made, MPs still said that despite the admitted progress, there was far more that needed to be done. ANC MP, Eric Nyekemba, added that the sign language curriculum should not just cater for the deaf, but all people, to allow South Africans to be able to communicate with deaf children. They also noted that while newer schools were user friendly to persons with disabilities, there was still a challenge in older schools, which were not always user friendly.

The Chairperson reiterated that teachers had to be adequately trained to be effective in dealing with disabled children. They needed to know how to interact with, and have a fair understanding of disabled children.

For the full report, click here.