Question NW2260 to the Minister of Basic Education

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19 September 2017 - NW2260

Profile picture: Schmidt, Adv H

Schmidt, Adv H to ask the Minister of Basic Education

Whether a monitoring system is in place to ensure that schools classified as schools for the deaf are fully functional; if not; why not; if so, what are the relevant details?

Reply:

The department of Basic Education developed a Turn-Around Strategy for all Special Schools and provided a monitoring tool for use by Provincial Education Departments (PEDs) to monitor the schools’ function (see Annexure A). This monitoring system is also applicable to schools for the deaf.

Annexure A

MONITORING TOOL FOR SPECIAL SCHOOLS (CHECK LIST)

2015/16

Province: _________________________

Name of district:

 

Circuit:

 

Name of special school:

 

Emis No.:

 

Postal Address:

Physical Address:

   
   

Name of Principal:

 

Contact Number(s):

     

Learner Enrolment :

 

Number of Professional Teaching Staff:

 

Lowest Grade:

 

Highest Grade:

 

Number of Professional Specialist Support Staff e.g. Social Workers, Therapists, etc.:

 

Number of Non-Teaching and Non-Professional

Teaching staff:

 

Administrative Support Staff:

 

School Stamp

Date of Monitoring:

   

Names and signatures of Monitor/s:

 

1

 

2

 

3

 

Principal’s name and signature:

 

SPECIAL SCHOOLS CHECKLIST

FOCUS AREA 1: EARLY IDENTIFICATION AND INTERVENTION IN BARRIERS TO LEARNING

To ensure that all learners who experience barriers to learning have access to an appropriate school and specialised support related to their support needs; schools should be able to screen, identify and support learners who experience barriers to learning, including those with disabilities, and thereby improve the teaching and learning environment for maximum participation by all learners.

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

A policy on early identification and intervention is available

 

DBE

 

Policy on early identification (SIAS) has been mediated

 

DBE & PEDs

 

Learners are screened and identified according to barriers to learning they experience

 

Schools

 

Schools are appropriately supported in addressing barriers to learning

 

Districts

 

Barriers to learning at school are verified

 

Districts

 

The implementation of SIAS is monitored and supported

 

DBE and PEDs

 

Barriers to learning are identified at admission and learners are appropriately placed

 

Schools

 

FOCUS AREA 2: IMPROVING CURRICULUM DELIVERY IN SPECIAL SCHOOLS

Curriculum delivery must focus on ensuring differentiated teaching and assessment as well as adaptation of materials so that learners can access the national curriculum. The same curriculum support and monitoring that is provided by national, provincial departments to ordinary schools must be provided to special schools.

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

       

Learners in the school participate in ANA

 

District; School

 

Teaching and Learning activities are differentiated and adapted so that all learners can access the national curriculum

 

School

 

The school participates in FET intervention programmes such as Winter School Programmes

 

PED

 

Curriculum coverage is monitored

 

PED

 

Teachers have requisite and appropriate specialised skills and knowledge(qualifications) for subjects and programmes offered at the school

 

District; School

 

There is an effective referral system to provide learners with access to assistive devices and technologies they require and are utilising these

 

District; School

 

Every learner has a textbook per subject in every grade

 

District; School

 

The school has received all appropriate workbooks per grade and the workbooks are utilised.

 

District; School

 

All teachers in the school participated in CAPS training organised by the province.

 

PED; District; School

 

All teachers in the school received all relevant CAPS documents.

 

PEDs; District; School

 

The school is implementing CAPS in all grades

 

District; School

 

The school time-table has been drawn according to CAPS specifications.

 

School

 

All teachers of grades R-9 were trained in the utilisation of workbooks.

 

PED; District; School

 

Mathematics and literacy activities form part of everyday teaching

 

District; School

 

Workshops for skills programmes are well resourced and utilised.

 

PEDs; District; School

 

Specialist rooms such a school library, laboratory, Braille production, recording room (for Deaf learners), etc. are available, adequately resourced and utilised.

 

PEDs; District; School

 

FOCUS AREA 3: FUNCTIONALITY OF SUPPORT STRUCTURES (SGBs, DBSTS, SBST)

Special schools should have a clear understanding of the structures that help the school to function optimally. Structures have a mandate of monitoring and provide regular support to special schools.

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

Democratically elected SGB exists

 

School

 

The SGB is functional (it carries out responsibilities as according to SASA of 1996):

  • Admission policy exists and is approved by district the district
  • Expenditure approval processes and policies in place
  • Audited financial statements are submitted annually before end of June
  • The SGB carries out fund-raising activities for improving teaching and learning
 

School

 

Specialist Professional Support Staff such as therapists, professional nurses, social workers, Braille Instructors, Orientation and Mobility Instructors, etc. where applicable, are available

 

PED; District; School

 

Parents are involved by the school in the teaching and learning activities of their children and for support provision.

 

School

 

Children/learners applying for admission to the school are assessed for appropriate support and placement

 

District; School

 

A list of children or learners (waiting list) who may not be admitted either because of capacity or support reasons is drawn up and submitted to the District for further processing

 

School

 

All children/learners submitted to the district for admissions are appropriately placed in schools where they will be adequately supported to participate effectively in teaching and learning

 

District

 

A school-based support team (SBST) has been established and it is functional

 

School

 

A district-based support team (DBST) verifies and supports schools with regard to support required

 

District

 

FOCUS AREA 4: INFRASTRUCTURE AND THE UNIVERSAL DESIGN PRINCIPLE

Infrastructure generally, school buildings and classrooms must be accessible (Universal Design Principle) to all learners and teachers. More importantly, buildings must be comfortable and safe and classrooms must stimulate learners to want to be there and to take responsibility for their own learning.

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

The design of the physical infrastructure meets the set out legal safety and health standards

 

District; School

 

The physical structure ensures full accessibility of the whole school environment. This includes:

  • Availability of ramps
  • Covered and user-friendly pathways to classes
  • Appropriate furniture which also aligns to disabilities and school programmes
  • Availability of multipurpose rooms/spaces
  • Access to ablution facilities
  • Accessible drop-off zones
  • Appropriate hostel accommodation
 

District; School

 

The school has safety regulations, security personnel available and emergency exits are accessible

 

District; School

 

Facilities and infrastructure are upgraded to support access to sports fields and other physical facilities

 

District; School

 

Adequate hostel staff is available and stays within the school premises

 

School

 

All learners have access to public and/or private transport that is universally accessible and subsidised (in the case of learners from poor homes)

     

FOCUS AREA 5: PSYCHO-SOCIAL AND THERAPEUTIC SUPPORT

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

The school has posts for psychologists/ counsellors/social workers

     

The posts for psychologists/counsellors/social workers are filled

     

The school has posts for Therapists (OT/ Physio/Speech

     

The posts for Therapists (OT/ Physio/Speech are filled

     

The school has access to psychologists/social workers from outside the school

     

The school has access to therapists from outside the school

     

FOCUS AREA 6: INCLUSIVE CULTURES, POLICIES AND PRACTICES

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

The school does not discriminate in its admission policy on the basis of language

     

The teaching staff profile reflects language and racial diversity

     

The school has an inclusive education policy

     

The school actively supports inclusivity and human rights of learners

     

The school encourages outplacement of learners into mainstream schools

     

The school actively promotes transition to work after school

     

The school seeks collaboration with surrounding mainstream schools

     

FOCUS AREA 7: MANAGEMENT

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

The school principal is in the first place a manager of curriculum

     

The SMT collaborates to ensure quality of curriculum delivery

     

The SMT ensures that the school complies with all policies of the DBE

     

The Circuit manager visits the school regularly and ensures that it complies with all accountability measures of the DBE.

     

FOCUS AREA 8: PROVISION AND UTILISATION OF LTSM AND ASSISTIVE TECHNOLOGY

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

Each learner has access to textbooks in all subjects offered at the school

     

Each learner has access to the workbooks

     

All teachers make use of textbooks and workbooks

     

All learners have access to assistive technology

     

All learners have access to ICT that is available at the school

     

Learners with visual impairment have access to Braille/large print LTSM

     

Blind learners have access to Perkins Braillers

     

Partially sighted learners have access to assistive technology

     

Deaf learners have access to SASL technology

     

Hard of hearing learners have access to hearing aids and FM systems

     

FOCUS AREA 9: SCHOOL SPORTS, ENRICHMENT, EXTRAMURAL AND RECREATIONAL PROGRAMMES

To organise an inclusive and integrated school sport programme to all learners irrespective of ability and to promote health life-practices, mutual respect and career opportunities

ACTIVITY

YES/NO

RESPONSIBILITY

PROGRESS

       

A comprehensive school based policy is available and caters for a variety of sports codes.

 

School

 

The school sports coordinating team is in place and synergises school sport programmes and teaching and learning time.

 

School

 

Opportunities for participating in school sports are created and available to learners

 

School

 

The school sports forms part of the enrichment and extramural programmes and promote the development of basic motor skills

 

School

 

SPECIAL SCHOOL MONITORING

Comment by Principal:

 
 
 
 
 
 
 
 

Comment by Monitor:

 
 
 
 
 
 
 
 
 
 

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