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)
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…
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
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…
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…
The Value of Parent-Teacher Partnerships
May 12, 2017 In the article below, our ECD Trainer, Cindy Olivier, highlights the important role parents play in the parent-teacher partnership. We trust you enjoy. For full newsletter click here The best thing any teacher can do is to get to know the parents of learners and to establish ways of keeping regular contact with parents. Building a good relationship with parents/caregivers can be one of the main factors in supporting a child who is experiencing barriers to learning and development. This can be a challenge for busy teachers and parents who have their hands full but, a good teacher-parent partnership can save so much time and it creates the great opportunity for the child to develop to his/her full potential both in school and at home. As part of…
IESA / R2ECWD RESPONSE TO DBE PRESENTATION, ON PROGRESS IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION, TO THE PORTFOLIO COMMITTEE ON BASIC EDUCATION SCHEDULED FOR 30 MAY 2017
Cape Town, 30 May 2017 In its March 2016 report to the Portfolio Committee, the Department of Basic Education acknowledged that drastic measures have to be taken to accelerate the implementation of inclusive education. Robyn Beere, Director of Inclusive Education South Africa said “whilst we would like to thank the Department of Basic Education (DBE) for their considered response to the civil society report on the Government of South Africa’s implementation of inclusive education. The DBE’s 2016 /17 report falls short of reporting on these drastic measures.” Key issues that the DBE does not report on are: Progress in the funding and budgets for inclusive education, other than that for Special Schools and the education of learners with Severe and Profound Intellectual Disability; The quality and functioning of full service…
Children with Disabilities In Dire Straights
Cape Town, 21 March 2017. Over 597 000 South African children with disabilities did not attend school in 2015, almost double the 280 000 estimated in 2001. This is just one of the shocking findings in a report prepared by a range of high level advocacy groups in the South African inclusive education and disability rights arena. Known as the Right to Education for Children with Disabilities Alliance, they have provided an alternative report to the UN Committee on the Rights of Persons with Disabilities. This was done in response to South Africa’s Baseline Country Report of March 2013. Some of the key issues discussed in the December 2016 report, just released, are: Misspending of more than USD125 million allocated by the Treasury for the expansion of inclusive education; Children remaining on…