(1) (a) Why are learners with special educational needs (LSEN) (details furnished), after being assessed by professionals who strongly recommend placement in a LSEN school, forced to enrol in Grade 1 in a mainstream school for six months before a decision is taken on placement elsewhere, (b) what are the details of the process to be followed to ensure that each child receives the education best suited to his or her needs and (c) what training have foundation phase teachers received to enable them to follow the process; (2) whether she or her provincial counterparts maintain a record of the (a) number of learners identified as requiring special school education, (b) reasons for such identification, (c) number actually placed in special schools and (d) fate of those not placed in special schools; if not, why not; if so, what are the relevant details in each case; (3) (a) when will the Curriculum Assessment Policy Statement (Caps) be amended to suit the needs of the different levels of educational needs and (b) how are teachers in special schools or those teaching learners with special educational needs currently presenting the curriculum; (4) whether learners reaching Grade 10 in special schools receive an exit level certificate; if not, why not; if so, what are the relevant details; (5) with reference to learners with special educational needs requiring examination concessions, (a) in which examinations are such concessions allowed, (b) what are the details of the concession application process and (c) how is the decision to grant a concession (i) made, (ii) communicated and (iii) implemented?