In line with Inclusive Education Circular S28 of 2023, every South African child has a constitutional right to basic education, and the state is obligated to ensure inclusive and equitable access to learning opportunities for all learners. The Department of Basic Education continues to strengthen inclusive education systems to ensure that all learners, including those with intellectual disabilities, receive appropriate support in environments that enable them to participate, progress and thrive.
As part of the national monitoring and support process led by the National Task Team (NTT), the Free State Provincial Task Team (PTT) on Inclusive Education convened from 27 to 28 May 2026. The engagement brought together provincial and district officials to review progress, strengthen coordination, and improve support and placement processes for learners with disabilities.
A highlight of the first day was a reflective session facilitated by Ms Christinah Banyini under the theme, “How Well Do I Understand Inclusive Education?” The discussion encouraged officials to critically examine their understanding of inclusion and its implications for policy implementation, planning and service delivery.
Officials acknowledged that their understanding of inclusion had often been shaped by special education and disability-specific support. Through robust discussion, participants recognised that inclusive education is broader than disability and seeks to remove barriers to learning and participation for all learners. Several officials reflected that, had they understood inclusive education more fully when they first entered their professions, they would have been better positioned to accommodate and support learners with disabilities within their respective roles and line functions.
One official remarked: “The issue of inclusion goes beyond education; it is something that we need to engage with as a society. We need to build an inclusive society. The inaccessibility of many of our own homes, particularly if one were to find oneself using a wheelchair, tells a story about how unaware we often are of the barriers that exist around us”.
Mr Jabulani Ngcobo, Director: Inclusive Education, reaffirmed South Africa’s constitutional and international obligations to provide inclusive education. He emphasised that inclusion depends not only on the availability of resources, but also on how existing resources are utilised and coordinated to support all learners. He further highlighted key international frameworks that underpin South Africa’s commitment to inclusive and equitable quality education.
On the second day, delegates conducted a transect walk at Pholoho Special School to observe learners with profound intellectual disabilities who had recently been placed at the school from special care centres. The team engaged with the teacher and caregiver responsible for the class to gain insight into the learners’ transition and support needs. Reflecting on her experience, the teacher shared: “I was scared in the beginning because it was my first time, but with support I have learned a lot, especially from the caregiver.”
The caregiver had previously worked at a special care centre and brought valuable experience in supporting children with disabilities. This approach aligns with the DBE’s efforts to promote continuity of care and stability for learners transitioning into schools.