• Inclusive Education

    The Gauteng Department of Education (GDE) Inclusion and Special Schools (ISS) Directorate, in collaboration with the Matthew Goniwe School of Leadership and Governance (MGSLG), identified the need to improve curriculum delivery in specific special schools that offer vocational skills programmes (VSP). Curriculum delivery improvement in the selected special schools entailed enhancing the career advancement for learners that are enrolled in these schools. This was done by aligning VSP offered in special schools to VSP offered in Further Education and Training (FET) colleges and Sector Education and Training Authorities (SETA) accredited programmes.

    The GDE will use the information from this research to guide them and the schools on how best they can strengthen the planning and delivery of VSPs so that learners who have participated in these programmes will be able to gain the necessary knowledge and skills to participate in FET programmes. They will also use the information as a baseline to measure to track progress and gauge the impact of any intervention aimed at improving the delivery of VSPs in Gauteng.

    1. Multisensory Programme

    Multisensory teaching method is the most effective teaching method for stimulating learning by engaging learners on multiple levels. Multisensory approaches teach reading including spelling, writing and mathematics by using auditory (hearing), visual (sight) and kinaesthetic (movement/touch) pathways. This gives multiple pathways for the information to reach the brain. This approach simultaneously uses visual, auditory and kinaesthetic-tactile to also enhance memory.

    Highlights of the Programme

    Multisensory Approach to Teaching workshops were held for all special class educators, three inclusion officials per district, and two psychologist counsellors per district during June.

    1. School Based Support Teams (SBST) and District Based Support Teams (DBST)

    The Gauteng Department of education has tasked two important structures namely the school and the District with the implementation of the Inclusion Strategy. The White Paper 6 of 2001 provides a foundation on the composition, procedures and programmes that have to be performed by the support teams in these two structures. A toolkit has been developed to assist the teams in the implementation of the Inclusion Strategy in their schools and district in line with the policy and envisaged roles and responsibilities. The toolkit is composed of the following documents:

    • Guidelines for Full service & Inclusive education
    • Guidelines for responding to Diversity through CAPS
    • Intervention Strategies
    • Teenagers and Discipline
    • Stop Bullying
    • Substance Abuse
    • Teenage Pregnancy
    • Legislative Framework for handling discipline in schools
    • SBST and DBST FAQs booklet
    • Guidelines and procedures for dealing with suspected and confirmed cases of child abuse
    1. Vocational and Skills Learning Programme

    Programme Background

    The Gauteng Department of Education (GDE) Inclusion and Special Schools (ISS) Directorate, in collaboration with the Matthew Goniwe School of Leadership and Governance (MGSLG), identified the need to improve curriculum delivery in specific special schools that offer vocational skills programmes (VSP). Curriculum delivery improvement in the selected special schools entailed enhancing the career advancement for learners that are enrolled in these schools. This was done by aligning VSP offered in special schools to VSP offered in Further Education and Training (FET) colleges and Sector Education and Training Authorities (SETA) accredited programmes.

    The GDE will use the information from this research to guide them and the schools on how best they can strengthen the planning and delivery of VSPs so that learners who have participated in these programmes will be able to gain the necessary knowledge and skills to participate in FET programmes. They will also use the information as a baseline to measure to track progress and guage the impact of any intervention aimed at improving the delivery of VSPs in Gauteng.

    1. Inclusion Focus Week -Barriers to learning

    These workshops were designed to support staff and educators, and provide them with Continuous Professional Development points.

    Psychologists, Social Workers and Counsellors were included as well as school therapists. (Physiotherapists, Occupational Therapists, Speech therapists and Audiologists).

    Topics dealt with were:

    • Hearing and Fitting Fundamentals
    • Autism
    • Handwriting
    • Sitting and Positioning
    • Attention Deficit Disorder
    • Neuroscience of Learning
    • Ethics and Good Practice
    1. Foetal Alcohol Syndrome

    Programme background

    Persons born with Foetal Alcohol Syndrome (FAS) present a range of challenges. The consequences of not working effectively with children with FAS leads to higher rates of school dropout and juvenile delinquency. For children who do not receive appropriate support, understanding and accommodations, their problems become more troubling and tragic in adolescence and adulthood. FAS can impair a child's lifetime ability to function mentally, physically and socially and to be the best that they can be. An early FAS diagnosis can lead to a better outcome, if the services and programs are in place to support these children and their families.

    Programme Highlight

    A special International Foetal Alcohol Syndrome Day was commemorated on 9 September to help to further an understanding of the effects of prenatal exposure to alcohol and the resulting disabilities.

    CREATING AWARENESS TO THE EDUCATION SECTOR