views of gauteng special school principals and governing body chairs on inclusive policies and the...
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VIEWS OF GAUTENG SPECIAL VIEWS OF GAUTENG SPECIAL SCHOOL PRINCIPALS AND SCHOOL PRINCIPALS AND
GOVERNING BODY CHAIRS ON GOVERNING BODY CHAIRS ON INCLUSIVE POLICIES AND THE INCLUSIVE POLICIES AND THE
BEST INTERESTS OF LEARNERSBEST INTERESTS OF LEARNERS
VIEWS OF GAUTENG SPECIAL VIEWS OF GAUTENG SPECIAL SCHOOL PRINCIPALS AND SCHOOL PRINCIPALS AND
GOVERNING BODY CHAIRS ON GOVERNING BODY CHAIRS ON INCLUSIVE POLICIES AND THE INCLUSIVE POLICIES AND THE
BEST INTERESTS OF LEARNERSBEST INTERESTS OF LEARNERS
Johan Beckmann, University of Pretoria (Johan Beckmann, University of Pretoria ([email protected]@up.ac.za) and ) and
Elda de Waal, Northwest University (Elda de Waal, Northwest University ([email protected]@nwu.ac.za))
In theory, there is no difference between theory and practice. In theory, there is no difference between theory and practice. But, in practice, there isBut, in practice, there is – Jan van de Snepscheut – Jan van de Snepscheut
University of Pretoria
QUESTION:What are the views of special school principals and governing body chairpersons on the policy and practice of inclusion and the best interests of the child?
University of Pretoria
11 Years Since WP on Ed and Training
1995
From special schools to main-streamingh to inclusion
2001
20 Years Implementation
Phases (Step 1 already over)
5 Years since WP 6 on Inclusive Ed
OUTLINE OF PAPEROUTLINE OF PAPER
Legal framework of best interests
Policy and practice of inclusive education
WP of 1995, WP 6 and guidelines and operational plans
Empirical study
Patterns deduced from
thoughts of respondents
Conclusion
University of Pretoria
Legal FrameworkNo dir. reference to best interests of LSENFramework of best interests
S 28(2) of the ConstRight to education and other rightsSchools Act 1996 S 3(2), S 5(1, 2), S 12Development of law (EFJM):
< Common law: family law re custody and access
Constitutional norm: Constitutional right S29 extending beyond other rights
to when any other constitutional or legal right is affected (e.g. education)Content depends on every individual case
University of Pretoria
Policy and practice of inclusive Policy and practice of inclusive educationeducation
Just one reference to best interests in all docs: CP 1 of 1999WP of 1995
Access and redress National commission
NCET and NCESS 1997 – 1998CP 1 1999Inclusion not mainstreaming or integration
Barriers in system not in learner Specific use of “learners with special
needs”
University of PretoriaMainstreaming
Inclusion
Special and “normal education”Special and “normal education”
Integrated educationIntegrated education
Inclusive educationInclusive education
WP 6 2001WP 6 2001
““full range” > “a broad range” (FSSfull range” > “a broad range” (FSS Schools 2003)Schools 2003)Education support personnel withinEducation support personnel within
district support services to support district support services to support teachers and other educatorsteachers and other educators
University of Pretoria
WP 6 2001WP 6 2001
Multi-level instruction responsive to Multi-level instruction responsive to individual needs in mainstreamindividual needs in mainstreamSpecial schools/resource centres Special schools/resource centres prioritising new roles within district prioritising new roles within district support servicessupport servicesNew approaches to problem solving New approaches to problem solving and developing learners’ strengthsand developing learners’ strengthsFull service mainstream schools Full service mainstream schools equipped and supported to provide for equipped and supported to provide for the full range of learning needsthe full range of learning needs
University of Pretoria
WP 6 2001 (Cont)WP 6 2001 (Cont)
Interdepartmental co-operation: Health, Interdepartmental co-operation: Health, Welfare, Public WorksWelfare, Public Works20 years implementation time frame20 years implementation time frame
Three stepsThree stepsImmediate to short-term steps (2001-2003)Immediate to short-term steps (2001-2003)Medium-term steps (2004-2008)Medium-term steps (2004-2008)Long-term steps (2009-2021)Long-term steps (2009-2021)
Operational and conceptual guidelines for Operational and conceptual guidelines for the further development of aspects of a the further development of aspects of a single inclusive education system. E.g.single inclusive education system. E.g.
FSS 2003FSS 2003 District-based support teams 2003District-based support teams 2003 Screening, identification, assessment and support 2005Screening, identification, assessment and support 2005
University of Pretoria
EMPIRICALEMPIRICALSTUDYSTUDY
University of Pretoria
Site Site (Where?)
(Where?)
Participants
Participants (Who?)(Who?)
Questionnaire
Questionnaire (what?)
(what?)
A Profile or
A Profile or
respondents and
respondents and
schools
schools
B Familiarity with policy
B Familiarity with policy
C Opinions on inclusive
C Opinions on inclusive
education and best
education and best
interests
interests
Thoughts of
Thoughts of
respondents
respondents
(voices)
(voices)Conclusion
Conclusion (What
(What
now?)now?)
Profiles of schools and respondents (Principals Profiles of schools and respondents (Principals and SGB chairpersons)and SGB chairpersons)
SchoolsSchools
Existence Existence in yearsin years
Pupil Pupil numbersnumbers
State paid State paid educatorseducators
““SGB SGB appoint-appoint-ments”ments”
Male Male educatorseducators
Female Female educatorseducators
ProgrammesProgrammes
TotalTotal 507507 3 6603 660 323323 4545 8585 282282 PS Gr R – PS Gr R – 12 12
Skills Skills
NN
AveragAverage %e %
46.146.1 505505 87.8%87.8% 12.2%12.2% 23%23% 77%77%
University of Pretoria
Principals and Principals and ChairpersonsChairpersons
MM FF
Experience in Experience in SS in years SS in years
totaltotal
Experience in Experience in SS in years SS in years before 1997 before 1997
totaltotal
Experience in Experience in SS in years SS in years after 1997 after 1997
totaltotal
PrincipalsPrincipals 1212 11 256256 158158 9898
Average / %Average / % 92.392.3%%
7.77.7%%
21.321.3 13.213.2 8.28.2
ChairpersonChairperson 66 22 7979 3535 4444
Average / %Average / % 76%76% 25%25% 9.99.9 4.44.4 5.55.5
University of Pretoria
Familiarity with policy: PrincipalsFamiliarity with policy: Principals
0
10
20
30
40
50
60
70
Copy
Study
Read
Workshop
Heard
Not familiar
University of Pretoria
Familiarity with policy: ChairpersonsFamiliarity with policy: Chairpersons
University of Pretoria
Views on inclusive education: Views on inclusive education: Processing dataProcessing data
PatternsPatterns
FamiliesFamilies
CategoriesCategories
FreeFreeCodesCodes
University of Pretoria
Open-ended questionsOpen-ended questions
1.1. In your opinion, how does the new system (based In your opinion, how does the new system (based on White Paper 6 and subsequent documents) on White Paper 6 and subsequent documents) attempt to provide for the best interests of attempt to provide for the best interests of learners with special needs? (Question C4)learners with special needs? (Question C4)
2.2. What aspects of the new system make it What aspects of the new system make it particularly suitable for providing for the best particularly suitable for providing for the best interests of learners with special needs? interests of learners with special needs? (Question C6)(Question C6)
3.3. What are the interests or needs or problems of What are the interests or needs or problems of learners with special needs that should be taken learners with special needs that should be taken into account when providing education to them? into account when providing education to them? (Question C7)(Question C7)
4.4. What are the most obvious opportunities for What are the most obvious opportunities for providing education to learners with special needs? providing education to learners with special needs? (Question C12)(Question C12)
?
Open-ended questions Open-ended questions (cont)(cont)
5.5. What problems or difficulties regarding the best What problems or difficulties regarding the best interests of learners with special needs do you interests of learners with special needs do you foresee if and when the new system becomes fully foresee if and when the new system becomes fully operational? (Question C5)operational? (Question C5)
In your opinion, how can unfair discrimination against In your opinion, how can unfair discrimination against learners with special needs be eradicated? (Question learners with special needs be eradicated? (Question C10)C10)
What are the most urgent and important challenges What are the most urgent and important challenges facing the education system in the provision of facing the education system in the provision of education to learners with special needs? (Question education to learners with special needs? (Question C11)C11)
What special contribution is going to be required What special contribution is going to be required from educators to make the new system succeed? from educators to make the new system succeed? (Question C13)(Question C13)
University of Pretoria
?
Keys to the policy – practice Keys to the policy – practice puzzlepuzzle
University of Pretoria
Readiness ofReadiness of
mainstreammainstream
FundingFunding
Broader civic Broader civic responsibilityresponsibility
DiscriminationDiscrimination
Individualisation Individualisation
and and
flexibilityflexibility
Naïve view of Naïve view of human rightshuman rights
Access above Access above all – security all – security and serviceand service
Decision Decision making making
capabilitycapability
Institutionalised Institutionalised discriminationdiscrimination
Safety, dignity, Safety, dignity, protection of protection of
LSEN and othersLSEN and others
Naïve view of Naïve view of human rightshuman rights