This morning, as we were celebrating our new facebook users that had joined our page, I got the opportunity to hear first-hand from one of our staff what Inclusion had meant to her. I asked if I could share her story, so that others understand that for some of us, we have actually walked the journey ourselves….it’s more than just “talking the talk”. I hope you are as challenged and touched as I was.
Natalie Watlington (Information and Support)
Bali’s Story
“I remember having a conversation with my friend a few years ago, around how I wanted to work for an NGO that served a greater purpose, one that is very close to my heart at that.
I yearned to feel like I was making a meaningful difference in society, of course I knew I would have to forego the perks that come with working for a big corporate or big media house. But the idea that I would go to bed fulfilled every night was rather more appealing to me.
A few months ago, I got the opportunity to work for Inclusive Education South Africa. Having experienced exclusion first-hand through my brother’s schooling journey, I was determined to make a positive contribution. If you have read the Alchemist you will have a better understanding of how the universe is able to conspire in your favour to make your dreams come true.
For years my family struggled with one of our own being excluded from mainstream schooling due to a physical disability, which was later followed by a diagnosis of epilepsy. Mama would be called to school and often told by the teachers at the public schools he attended were not trained to deal with children with such special needs, that it is OUR (family’s) responsibility to find appropriate placement for him at a SPECIAL SCHOOL. This came after having repeated the grade.
Armed with the assessment from the psychologist and his progress reports, my brother and I searched a directory of all the so-called-special schools in the Eastern Cape. Needless to say we were confronted with even greater barriers. Apart from the ridiculous fees they were asking, the waiting lists were inundated. After a year out-of-schooling he is now thankfully at an FET college.
My brother’s story had better ending, well at least for now.
But there are many more children with disabilities or who experience barriers to learning due to either socio-economic circumstance, migration, systemic and pedagogical limitations. As it stands today about 600 000 children with disabilities are out of school (DBE Report to Parliament on the progress of the implementation of White Paper 6, Table 15, February 2016).
This is despite existing policies such as the NDP (2013), The Screening, Identification, Assessment and Support Policy (2014), Education White Paper 6 (2001), Care and Support for Teaching and Learning (CSTL) Framework (2008).
The said policies fully acknowledge and advocate that ALL children should have meaningful access to learning and development within their neighbourhood schools. That teachers at mainstream schools need to collaborate with parents to see how they can best support learner needs. That when all options and support means have been explored it remains the mainstream school’s responsibility to find placement for a learner at a special school.
Had my family known all of this beforehand my brother’s trajectory would have had a different outcome.
In line with the said policies Inclusive Education South Africa believes ALL children should be included in a welcoming and supportive school environment, where every child learns at his/ her own pace and level, where their needs are supported holistically, where parents and teachers work in partnership in their child’s learning and development.
I am delighted to be a part of this team of game changers!
So thank you to all who liked our page INCLUSIVE EDUCATION SOUTH AFRICA. I hope you will find it useful.”