Intersectoral collaboration is key in the successful implementation of inclusive education in South Africa. Without strategic alignment between Basic Education, Health, Social Development, Transport and community structures, resistance to the placement of children with disabilities into public schools will continue being a hurdle to ensuring access to education for these marginalised children.

For this reason, the National Task Team on the Placement of Children with Disabilities hosts quarterly meetings with Inclusive Education Stakeholders, largely made up of organisations representing persons with disabilities. The first meeting of the 2026/27 financial year was held on 25 June 2026, at Prospectus Novus Primary School in Capital Park, Pretoria. Representatives from DeafSA, BlindSA, Autism South Africa, Western Cape Forum for Intellectual Disability and George Tromp Foundation participated in this meeting, which serves as a platform for collaboration, promoting dialogue and partnership between the Department of Basic Education (DBE) and its stakeholders regarding inclusive education.

In his presentation where he tabled the current placement trends and the key issues affecting the placement of out-of-school learners with disabilities, including resource commitment and implementation support, Mr Jabulani Ngcobo, Director: Inclusive Education at the DBE, shared the strategic interventions for which collective action is needed to advance the implementation of inclusive education. “In this forum you are not consumers of education; you are a resource for education. There are areas where we need your strategic support, such as community mobilisation and advocacy for the placement of children in schools. In our shift from a medical model to a social model of inclusive education, we need your support in encouraging parents and caregivers to enrol and retain their children in schools,” urged Mr Ngcobo.

Speaking on DeafSA’s key activities, Ms Ingrid Parkin shared that the Deaf Education Position Paper 2, which advocates for the linguistic human rights of deaf persons, has been published. “Consistent, fully accessible language exposure during early childhood is critical for cognitive, neurological, and socio-emotional development. Most deaf and hard-of-hearing children do not have access to language in their early years, leading to Language Deprivation Syndrome. To avert this, children must be exposed to Sign Language from early years, in their environment, in the classroom, and through people,” Ms Parkin said.

Autism South Africa also provided an update on their initiatives. From their parent empowerment programmes to their anti-bullying campaigns in schools, Ms Mary Moeketsi shared that the organisation works across the country ensuring that autistic people and their families are supported throughout their lifespan. “Our dream is for autistic people in South Africa to enjoy their full human rights, be accepted and included in society, and be supported across their lifespan to reach their full potential as equal members of their families and communities,” said Ms Moeketsi.

DBE officials updated the stakeholders on various activities aimed at strengthening the implementation of inclusive education. From advocacy, communication and information activities, capacity building for learner diversity support, to the support for adult matric candidates with disabilities through the Second Chance Matric Support Programme. Provincial representatives also provided insights into how their respective departments ensured access to education for all learners, including learners with disabilities.

The key takeaway from the meeting was that the provision of equitable, quality education to all learners, including learners with disabilities, requires a symbiotic relationship between the basic education sector, community structures and organisations representing people with disabilities. Accordingly, the DBE Inclusive Education Stakeholders’ Forum will remain an important platform for consultation, collaboration and shared accountability in supporting the progressive realisation of an inclusive education system.