The DBE strengthened its commitment to building an inclusive education system that recognises and responds to the diverse learning and support needs of all children, particularly autistic children. Central to the operationalisation of this commitment was the implementation of the Guidelines for Responding to Learner Diversity in the Classroom through the Curriculum and Assessment Policy Statement (CAPS), 2011.

The Guidelines provide a practical framework for teachers to plan, teach, assess and accommodate all learners. The Inclusive Education Directorate therefore hosted a three-day training session for Foundation Phase subject specialists and inclusive education provincial coordinators from 30 July to 1 August 2025, at Prospectus Novus School in Pretoria.

Establishing the thematic direction of the training, Mr Jabulani Ngcobo, Director of Inclusive Education, underlined the importance of adapting learning to suit the needs of every child, stating, “Learning must be adjusted to how each child learns”. He explained that the purpose of the training was to equip subject specialists so they can build the capacity of teachers to adopt and implement inclusive teaching approaches that accommodate the diverse learning and support needs of all learners.

Whilst the training focused specifically on teaching autistic children, this was intended as a springboard for introducing subject specialists to methodologies and frameworks for differentiated teaching. The foundation of the training session resided in the sector’s resolve to build the capacity of ordinary schools to become inclusive spaces, embracing learner diversity as an asset rather than a challenge, ensuring all learners can learn and experience success. The creation of safe, inclusive classrooms for learners is not just a policy imperative, but a constitutional duty. Thus, this training sought to ensure that provincial officials are equipped with the skills, values, attitudes, and knowledge required to ensure that no learner is left behind.

The session focused on strengthening both knowledge and practical strategies for inclusive teaching, with particular emphasis on supporting autistic learners within mainstream classrooms. The session strengthened the officials’ understanding of neurodiversity amongst learners. It facilitated a space for the officials to transition in a safe space, replacing exclusionary practices with welcome and empowering attitudes and practices. In this regard, the officials were challenged to challenge their truths and build new ways of thinking that would ensure all learners can learn. This session marked the beginning of the sector’s journey to ensure all learners can enjoy their right to inclusive education.