Inclusive Schools Projects Kicks off!

Inclusive Schools Projects Kicks off!

The Inclusive Schools project in the Motheo District in the Free State has kicked off today!  IESA's Robyn Beere and Charlene Petersen began interventions at Khothatso Intermediate school and Mmulakgoro Intermediate School today.  These are two of thirty-six schools that IESA in partnership with the Kagiso Shanduka Trust will be introducing to Inclusive Education.  Professional Learning Communities will be set up during the process and the improvement of school based support structures will be worked on amongst other things. We are very excited to be participating in this venture. [caption id="attachment_1989" align="alignnone" width="300"] A warm welcome was received by a parent involved in security and welcome at Mmulakgoro Intermediate School in Botshabelo (Motheo District) Free State[/caption]
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My School

My School

Want to support a charity that helps people? The MyVillage programme was launched as an extension of the MySchool programme, to provide community-minded individuals the opportunity to support a worthy cause or charity close to their heart. IESA is part of the My School MyVillage program and we value the support that we receive through members swiping their cards at participating retailers each month. Please click here to find out more, add IESA as a beneficiary on your existing MySchool/MyVillage card, or apply for a new card.
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Join Now!

Join Now!

  Sign Up and become an IESA Member Please join us in becoming part of a growing call for an inclusive education system that puts care and support at the centre of all our schools and early education centres, and allows ALL children to become the best that they can be.  We welcome you on board!   Join Now!! * indicates required Email Address * Name of Corporate * First Name Last Name Address Address Line 2 City State/Province/Region Postal / Zip Code Country USAAaland IslandsAfghanistanAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntigua And BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamasBahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBoliviaBonaire, Saint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBrunei DarussalamBulgariaBurkina FasoBurundiCambodiaCameroonCanadaCape VerdeCayman IslandsCentral African RepublicChadChileChinaChristmas IslandColombiaComorosCongoCook IslandsCosta RicaCote D'IvoireCroatiaCubaCuracaoCyprusCzech RepublicDemocratic Republic of the CongoDenmarkDjiboutiDominicaDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEthiopiaFalkland IslandsFaroe IslandsFijiFinlandFranceFrench GuianaFrench PolynesiaGabonGambiaGeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuyanaHaitiHondurasHong KongHungaryIcelandIndiaIndonesiaIranIraqIrelandIsle of ManIsraelItalyJamaicaJapanJersey (Channel Islands)JordanKazakhstanKenyaKiribatiKuwaitKyrgyzstanLao People's Democratic RepublicLatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacauMacedoniaMadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall IslandsMartiniqueMauritaniaMauritiusMayotteMexicoMoldova, Republic ofMonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNepalNetherlandsNetherlands AntillesNew…
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Roundtable Discussions

Roundtable Discussions

We continue to attend and represent Inclusive Education at Roundtable discussions.  We have collaborated with the Catholic Parliamentary Liason Office (CPLO) by co-hosting a roundtable discussion on learner drop-out in schools and presented at their round table on Children with Disabilities in Early Childhood Development (ECD)
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Report to UNCRPD

Report to UNCRPD

One of our most significant achievements in the advocacy at IESA in this past year was IESA's coordination of and participation in the drafting of a report to the United Nations Committee no the Rights of Persons with Disabilities (CRPD). http://www.included.org.za/wp-content/uploads/2017/03/FINAL-UNCRPD-Report.pdf Our report was a response to the Government of South Africa's (GOSA) report to the CRPD on the implementation of among others, Article 24, Inclusive Education, of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).  Ten authors from the disability, academic and civil society sectors contributed to the report.  The process was informed by Robyn Beere's participation in a regional workshop towards the ratification of and reporting under the UN CRPD in commemoration of its 10th Anniversary in Addis Ababa, Ethiopia in 2016. We hosted a…
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Report on 2016 performance of Deaf learners in schools for the Deaf in South Africa

Report on 2016 performance of Deaf learners in schools for the Deaf in South Africa

A report has just been released on the performance of Deaf learners in schools based on the 2016 Matric Results by Odette Swift from DeafSA. The dismal 2016 matric results and limited access to post-school education opportunities for Deaf learners are a violation of human rights – Odette Swift, DeafSA Find the report here. We encourage you to circulate this amongst your networks. IESA Team
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THE ODDS: GRADE 1 (2017) – MATRIC (2029)?

THE ODDS: GRADE 1 (2017) – MATRIC (2029)?

In the wake of the 2016 matric results, various academics and members of civil society have legitimately advocated for attention to be focused on the early years of schooling, instead of matric results. There has also been much discussion about the department’s progression policy, which is considered by many to be problematic. Very little has been said about the lack of various forms of support for learners in schools, or that the progression policy is actually a process of progression WITH SUPPORT. And that repetition of a grade does not guarantee progress and development but could contribute to dropping out. Conrad Strydom, the country’s top matriculant (2016), is described as a struggler who repeated Grade 1. His mother explains that he had difficulties with focusing and fine motor skills which…
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OUT OF SCHOOL BUT NOT “DOWN AND OUT”

OUT OF SCHOOL BUT NOT “DOWN AND OUT”

Shaakirah’s family first made contact with IESA’s Information & Support service in May 2015. Early in April they were invited to share their story on ENCA news.  Mom was feeling very nervous, so I promised to come around and sit with them before the interview.   Shaakirah will be turning eleven this year and has never been accepted into the schooling system.  Due to her parents’ perseverance she now attends the Carbanado Autism Centre, an NGO operating out of a local high school and so, at last, has the opportunity to be part of a stimulating programme and educated in a way suited to her needs. As I sat in the home of this family, their humility and hospitality were so tangible.  It was an experience that I will always treasure. As…
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