Some parents have found it difficult to find placement for their children due to the low number of special needs facilities available for learners.
The demand for these facilities, in contrast to their availability, is somewhat a cause for concern.
A number of institutions of higher learning offer teaching qualifications, training student teachers on special needs and inclusive education. This training is essential, as teachers in Special Needs Schools need to be trained in specialised areas to be able to cater to the needs of learners.
To qualify to teach in a Special Needs School, teaching personnel should possess at least a first degree or a diploma and preferably training on special needs or inclusive education.
In their final year of study, students will then do their work-integrated learning/in-service training in schools on their particular domain of specialisation.
In an interview with Careers Portal, the Western Cape Education Department (WCED) shared that all teaching personnel should have knowledge of and competence in implementing the Curriculum and Assessment Policy Statement (CAPS).
Part of implementing this curriculum includes: developing Inclusive Learning Programmes that are in line with CAPS, using the SIAS strategy to support learners, differentiating and adapting the curriculum, developing and managing the implementation of individual support plans (ISPs) or Group Support Plans (GSPs).
In addition to this, teachers should make use of assistive devices and technology to enhance teaching and learning and also be competent in Disability studies.
A Gauteng family has shared that it was difficult to find a suitable school for their Autistic son who transferred from another Special Needs School outside the province. The family also revealed that it took almost a year to find a suitable school.
Speaking to Careers Portal, the parent of the learner explained that the learner is currently dealing with having to repeat some aspects of the curriculum that had already been covered at their previous school.
According to the Education Department, learners may follow the regular Curriculum Assessment Policy Statements (CAPS). Two (2) other formats of the CAPS curriculum are also available, namely: The Technical Occupational curriculum (for learners at Schools of Skills) and the curriculum for learners with Severe Intellectual Disabilities or Differentiated CAPS.
It is for this reason that curriculum differentiation is a key strategy for responding to the needs of learners with diverse learning styles and needs.
It is said that this involves processes of modifying, changing, adapting, extending, and varying teaching methodologies, teaching strategies, assessment strategies and the content of the curriculum. It also takes into account learners’ ability levels, interests and backgrounds.
However, the Portfolio Basic Education Committee pointed out that it is not happy with how these schools are being handled by the Education Department, following the Committee’s oversight visit to at least 15 schools in four Districts of the Mpumalanga Department of Education.
The Committee’s Chairperson, Bongiwe Mbinqo-Gigaba said these schools had common challenges of transportation and accommodation for the learners with special needs.
Mbinqo-Gigaba said it is also important for qualified teachers with relevant skills in the Special Schools to be appointed.
