Guidelines For Full-service/ Inclusive Schools

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Guidelines for Full-service/Inclusive Schools2010Education White Paper 6Special Needs EducationBuilding an Inclusive Education and Training System

Directorate Inclusive EducationDepartment of Basic EducationPrivate Bag X895Pretoria0001Tel: (012) 357 4082Fax: (012) 323 7749www.education.gov.za 2010 Department of Basic EducationISBN: 978-1-77018-703-0Design and layout:Formeset Digital, TshwaneTel.: (012) 324 0607Email: denise@formesetgroup.co.za

PreambleThe term Full-Service School was introduced in Education White Paper 6 firstly, tounderline the important role mainstream schools play in developing an inclusivesystem and secondly, to clarify their role as levers of change.These guidelines form part of the Schooling 2025 Plan of the Department of BasicEducation to strengthen the implementation of Inclusive Education and to ensuregreater access for all learners, especially the poor, to educational support in theirlocal neighbourhood schools. They are also intended to contribute to the fundamentalmindset shift in the way the schooling system regards special needs and disability.Criteria are set for schools, districts and provinces against which to measure theirprogress towards inclusion. The guidelines also incorporate incentives for schools tobecome inclusive, as a form of rewarding excellence. They can further be seen as anenhancement of various initiatives of the Department to improve quality education forall, such as the introduction of the Curriculum and Assessment Policy Statements,the programme for developing schools as inclusive centres of care and support, wholeschool improvement, strengthening school management and governance, district andteacher development, school infrastructure planning, etc.The introduction of the guidelines is one of the first steps towards eventually makingall ordinary schools full-service/inclusive schools.The Department would like to reaffirm its belief that “ordinary schools with an inclusive orientation are the most effective means of combating discriminatory attitudes,creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of childrenand improve the efficiency and ultimately the cost-effectiveness of the entire education system” (Salamanca Statement, principle 5).Mr PB SoobrayanDirector-GeneralPretoria, South Africa

Photographer: Herman Verwey, Beeld

Contents1.Introduction12.Policy and legislation33.What is a full-service/inclusive The role of the principal and school management teamWhole school development and inclusive ethosSchool governanceCollaboration and team work175.15.25.35.417171718Collaboration between educatorsCollaboration between learnersCollaboration with parents/caregiversCollaboration with schools in the neighbourhood and clusterProfessional development196.119Continued professional development (CPTD)Provision of support217.17.27.2.17.2.2212121Site-based supportIndicators for support provisionGeneral and ongoing support provision in the schoolOrganised support provision through the institutional-levelsupport team (ILST)Staff provisioning and utilisation2223Assessment of learner needs.258.18.22526Determining level of need and admissionsAssessment gement and whole school development7.2.38.DefinitionEthos and principles of full-service/inclusive schoolsWhat should a full-service/inclusive school look like?Factors to consider when identifying potential full service andinclusive schools/institutionsCurriculum as the most significant barrierFlexible curriculum deliveryInclusive schools should know how to differentiate the curriculumand use a variety of approaches.Indicators for curriculum differentiation and supportAccess to general curriculum with individualised supportTeaching and classroom practices29293033

11.Behaviour support12.Physical and material resources and accessibility3712.112.212.337373913.14.Family and community4113.113.213.3414141Community supportAccessSchool-community relationshipParticipation in district support network4314.114.24314.315.Institutional/school environmentMaterial resourcesAccessible transport35Full-service schools supporting neighbouring schoolsThe relationship between full-service schools andresource centresFull-service schools as resource centres4343The role of the district, provincial and national department ofeducation in supporting full-service/inclusive schools45References47Glossary of terms49Acronyms51

11. Introduction1.1Education White Paper 6: Special Needs Education, Building an Inclusive Education and Training System, 2001, is a policy framework thatdirects the building of a single, inclusive system of education andtraining. This system is based on the principles of human rights andsocial justice for all learners; participation, social integration and redress; equal and equitable access to education; community responsiveness; and cost-effectiveness.1.2Education White Paper 6 argues for the need to transform the entireeducation system in order to tackle barriers to learning and development that any learner might encounter in a life-long learning career.Its emphasis is on those groups of learners who have been, or continue to be disadvantaged in terms of educational provision.1.3One of the key strategies in the development of a single, inclusive system of education in which all learners will have access to support, hasbeen the designation and phased conversion of a number of primaryordinary schools in each district/circuit/cluster to full-service schools,beginning with 30 school districts that are part of the national districtdevelopment programme. Within Adult Education (AET) and FurtherEducation and Training (FET), institutions will also be selected anddeveloped to become full-service educational institutions.1.4Full-sevice schools are defined as “schools and colleges that will beequipped and supported to provide for the full range of learning needsamong all our learners” (Education White Paper 6, 2001: p. 22). Inbuilding capacity of these schools, special emphasis will be placed oninclusive principles, which include flexibility in teaching and learningand the provision of education support to learners and educators.1.5The first cohort of full-service schools will become examples of goodpractice and will chart the way for all schools/institutions to ultimatelybecome inclusive institutions.1.6Even in the short term after 9 years since the publication of EducationWhite Paper 6, it must be acknowledged that there are already manyschools in the country that have adopted principles and practiceswhich make them eligible to be considered inclusive schools. Withouta doubt such schools need to be supported in their endeavours toinclude and support all learners from their communities.“Ordinaryschools with aninclusive orientation are the most effective means of combating discriminatoryattitudes, creating wellcoming communities,building an inclusivesociety and achievingeducation for all.”- SalamancaStatementSchools withcultures, policiesand practicesthat respond tothe diversity oflearners in thelocalityGuidelines for Full-service and Inclusive Schools1

1.7This document provides criteria or minimum standards that aschool/institution must comply with to be considered an inclusive/fullservice school/institution. The guidelines are not restricted to schoolsin the General Education and Training (GET) band but are also applicable to further and higher education and training institutions guidingthem on what steps they should take in recognising and addressingthe diverse learning needs of their learners. Adult basic educationprogrammes, as well as early childhood development centres shouldalso be part of this development process.1.8The guidelines are also applicable to provincial education departments on levels of human, physical and material resourcing requiredto ensure an acceptable level of support to be available at these institutions.1.9The guidelines find their basis on the findings of the Inclusive Education field test conducted within the 2004 – 2009 period.1.10The objective of the guidelines is to explain the main principles of fullservice schools/institutions, describe their characteristics, outline theinstitutional development process while building links with differentpartners at all levels for support. Furthermore, they are designed toprovide a practical framework for education settings to become inclusive institutions. This framework is structured around the following keycomponents: Philosophy and principles of inclusivity Promoting a culture that welcomes, appreciates and accommodates diversity Whole school development and management Collaboration and teamwork Professional development Provision of quality support Assessment of learner support needs Inclusive curriculum Flexible teaching and inclusive classroom practices; Support on behaviour Physical and material resources and transport Family and community networks Participation in the district support network for purposes of careand support1.11Furthermore, the guidelines will also address specific issues such asassessment in inclusive education and training.Criteria and minimum standardsAdequate levelsof human, physical and materialresourcingPrinciples andcharacteristics2Guidelines for Full-service and Inclusive Schools

22. Policy and legislation2.1As outlined above, full-service schools are inclusive schools in thebroadest sense of the word, embodying the principles of diversity andfostering maximum participation for all in the culture of the school.These are schools that have been enabled to include learners withdisabilities and implement all possible measures to reasonably accommodate them.2.2The South African Schools Act (Act 79 of 1996) through section 5makes provision for all schools to be full-service schools by statingthat public schools must admit learners and serve their educationalrequirements without unfairly discriminating in any way; that governingbodies of a public school may not administer any test related to the admission of a learner to a public school; in determining the placementof a learner with special education needs, the Head of Departmentand principal must take into account the rights and wishes of the parents and of such learner, taking into account what will be in the bestinterest of the learner in any decision-making process.2.3Reducingbarriers tolearning andparticipation for alllearners, not only thosewith impairments orthose who are categorised as ‘havingspecial educationalneeds'.Section 12 of the South African Schools Act outlines how this shouldhappen by stating that the Member of the Executive Council must,where reasonably practicable, provide education for learners with special education needs at ordinary public schools by providing relevanteducational support services for such learners and taking all reasonable measures in ensuring that physical facilities at public schools areaccessible to disabled persons.2.4Education White Paper 6 which was gazetted in terms of the NationalEducation Policy Act (Act 27 of 1996), makes provision for the incremental identification of certain schools to be demonstration full-service or inclusive schools. Initial steps in the development of thetargeted schools include the upgrading of the physical infrastructureAdhering to theprinciple of natural proportionto making it environmentally accessible as well as the provision ofmaterial resources and training of educators to manage inclusivepractice.2.5As a medium-term to long-term measure, the aim is to ensure that theprinciple of natural proportion is adhered to, thus ensuring that everyschool admits all learners in its community irrespective of theirGuidelines for Full-service and Inclusive Schools3

ability or background. This will ensure an even spread which is representative of the make-up of the community which normally should nothave more than 3% learners with disabilities. For example, a schoolwith an enrolment of 600 learners may not have more than 18 disabled learners. A further estimation of 30% (180) would be experiencing barriers of some or other kind and need additional support.2.6Special schools have to be made accessible to neighbouring fullservice schools and colleges given the existing expertise andresources. As it is outlined in White Paper 6, this can be achieved bymaking special schools, in an incremental manner, part of districtsupport services where they can become a resource for all schoolswithin the district.“Respectfor inherentdignity, individual autonomy and the freedom to make one’sown choices.“2.7This approach to addressing barriers to learning and minimisingexclusion is consistent with a learner-centred approach to teachingand learning. It recognises that developing learners’ strengths andempowering and enabling them to participate actively and critically inthe learning process involves identifying and overcoming the causes- Convention on the Rightsof learning difficulties. The approach is also consistent with aof Persons with Disabili-systemic and developmental approach to understanding problemstiesleading to action planning. It is consistent with the latest internationalapproaches that focus on providing quality education for all.2.8The ratification of the Convention on the Rights of Persons with Disabilities by the South African Government in 2007 places an obligationon the system to recognise the right of persons with disabilities toeducation, and to realise this right through providing equal opportunityto life-long learning for all in an inclusive education sytem at all levelswithout discrimination. (See Article 24 of the Convention on the website www.unenable.org.za )2.9The Convention further places an obligation on Government to ensurethat persons with disabilities are not excluded from the generaleducation system on the basis of disability, and that they can accessan inclusive, quality and free primary and secondary education on anequal basis with others in the communities in which they live.4Guidelines for Full-service and Inclusive Schools

2.10All the above must be realised by ensuring that reasonable accommodation of individuals’ requirements are made. This can in turn be realised by making provision for individualised support measures thatcould include for example facilitating the learning of Braille, using alternative script, communicating through augmentative and alternativeAccess to Brailleand South AfricanSign Languagemodes, means and formats of communication, the introduction of orientation and mobility skills, and facilitating peer support and mentoring, facilitating the learning of sign language and the promotion of thelinguistic identity of the Deaf community.2.11These guidelines also provide where practicable, information on howto take measures of reasonable accommodation within the educationsystem, more particularly in the classroom.““Inclusive schools provide an effectiveeducation to the majority of children andimprove the efficiency and cost-effectivenessof the entire education system.- Salamanca Statement, 1994Guidelines for Full-service and Inclusive Schools5

6Guidelines for Full-service and Inclusive Schools

33. What is a l-service/inclusive schools, colleges, further and higher educationinstitutions are first and foremost mainstream education institutionsthat provide quality education to all learners by supplying the full rangeof learning needs in an equitable manner;3.1.2They should strive to achieve access, equity, quality and social justicein education;3.1.3They promote a sense of belonging so that all learners, staff and families experience a sense of worth in the learning community;3.1.4They have the capacity to respond to diversity by providing appropriateeducation for individual needs of learners, irrespective of disability ordifferences in learning style or pace, or social difficulties experienced;and3.1.5They establish methods to assist curriculum and institutional transformation to ensure both an awareness of diversity, and thatadditional support is available to those learners and educators whoneed it.3.2Ethos and principles of full-service/inclusive schools3.2.1A full-service school seeks to embrace the vision of a society for all,based on the United Nations Declaration of Human Rights and theConvention on the Rights of Persons with Disabilities.3.2.2Full-service schools celebrate diversity through recognising potential,increasing participation, overcoming and reducing barriers, and removing stigmatisation and labelling.3.2.3They seek to adopt a holistic, flexible and accommodative approachto development and upholds a spirit of collaboration among all members of the school community as well as reaching out to various stakeholders around the school.3.2.4A full-service school nurtures a philosophy that is underpinned byinclusion principles.Full-serviceschools are firstand foremostmainstream institutions thatprovide qualityeducation to all“Despitegood intentions,deficit thinking isstill deeply ingrainedand too often leadsmany to believe thatsome pupils have tobe dealt with in aseparate way.”Guidelines for Full-service and Inclusive Schools- Mel Ainscow7

Learners who experience barriersto learning arevalued andtreated equallyInclusivecultures, policiesand practices83.2.5The school atmosphere reflects a culture of respect for all people inthe school and the community (including parents/care-givers).3.2.6Everyone in the school is responsible for the education of each learnerirrespective of learning needs and is committed to introducing measures of reasonable accommodation in keeping with the goals of full inclusion.3.2.7All learners in the school respect each other, and the educators andmanagement are actively involved in helping learners to overcomeprejudice among themselves.3.2.8Educators and parents recognise that all learners have the potentialto learn.3.2.9All educators have skills and knowledge that they can and should useto support one another in ensuring the success of all learners.3.2.10The abilities, talents and aspirations of all learners are equallyvalued.3.2.11Learners with disabilities and other learners who experience barriersto learning are valued in the classroom and treated like all others.3.2.12Prejudice and all forms of discrimination about particular educators orlearners are actively addressed by the school.3.2.13Awareness raising activities and programmes are developed to buildrespect among all role players in the school.3.2.14Disabled People’s Organisations and organisations of parents of disabled children are actively involved in promoting awareness aboutdiscrimination against people with disabilities.3.3What should a full-service/inclusive school look like?3.3.1A full-service/inclusive school should be equipped and supported toprovide for a broad range of learning needs. As needs and barriers tolearning vary, it is obvious that full-service schools have to developcapacity and potential in a targeted fashion. A full-service/inclusiveschool may not necessarily have all forms of learner support in place,but it should have the potential and capacity to develop and providethem.3.3.2A full-service/inclusive school aims at inclusion in the way it is organised with regards to structure, policies, practices, pedagogy andGuidelines for Full-service and Inclusive Schools

culture. It should critically examine what can be done to increaselearning and participation in curriculum, communities and cultures,and to address and remove various barriers that hamper learning fromthe perspective of these factors.3.3.3A full-service/inclusive school understands that barriers to learningare not only intrinsic to learners, but can also be cultural and systemic.Intrinsic barriers refer to

Guidelines for Full-service and Inclusive Schools 1 1.1 Education White Paper 6: Special Needs Education, Building an Inclu-sive Education and Training System, 2001, is a policy framework that directs the building of a single, inclusive system of education and training. T

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