Every learner matters. There is no child who cannot benefit from education; if a child can gain even a speck of understanding, that child can be developed. This conviction has guided the work of the National Task Team (NTT) on the Placement of Out-of-School Children with Disabilities since its establishment in 2023. Members of the NTT convened in Boksburg, Gauteng, for their first meeting of the 2026/27 financial year from 3 to 4 June 2026. Chaired by Ms Manthipi Molamu, Director for Services for Persons with Disabilities at the Department of Social Development (DSD), the meeting reviewed progress made in supporting the placement and retention of children with disabilities from community-based special care centres into public schools.

A recurring concern raised by both parents and schools relates to the provision of appropriate physical and psychosocial care and support once learners transition from care centres into schools. To address this, Mr Jabulani Ngcobo, Director for Inclusive Education at the Department of Basic Education, indicated that the National Treasury has approved the utilisation of up to 3% of the LSPID Conditional Grant for class assistants/caregivers. “Not all learners require high levels of support. But for those that do, funds have been made available to support the transition of learners from special care centres into schools. Also, support follows the child. This essentially means that when the child moves from the care centre, the support they were receiving there, therapeutic support and otherwise, moves with them to the school,” said Mr Ngcobo.

The discussion extended beyond support for individual learners to the broader transformation of the education system. The working group that had previously been appointed to investigate the repurposing of special schools shared a preliminary report on how the inclusive education system could be enhanced if all 451 special schools served as resource centres. Members of the NTT encouraged the working group to interrogate several critical assumptions, including whether all special schools possess the capacity, resources and expertise required to fulfil this role. Questions were also raised regarding the extent to which educators in special schools are equipped to provide leadership and support on inclusive education across the broader schooling system.

One of the benefits of learners with disabilities attending their local schools is being able to go back to their families every day. To support families, and to ensure continuity of care and learning after school, the DSD provides community-based respite care services to families of children with disabilities in certain underserviced areas. In her presentation on the project, the DSD’s Ms Mmanoa Tshenye said that the programme not only provides much-needed relief to the primary caregivers but also includes the consolidation of a register of children with disabilities and identification of existing service delivery gaps. “If we know where every child is, we’re better able to provide the required services,” added Ms Molamu.

Tracking learner data is especially important in the education sector. With data provided by SA-SAMS key in education programming planning, it is essential that data on learners with disabilities be available so that the necessary support can be provided. Ms Ayesha Suleman, Director for EMIS, shared that an inclusive education module is currently being developed in SA-SAMS to improve the capturing of learner data, with piloting of the module scheduled for 2027. According to Ms Christinah Banyini, Chief Education Specialist: Inclusive Education, capturing data for learners with disabilities needs to be comprehensive, as the learners’ support needs, current accommodations and concessions need to be reflected on their profile. “Instead of using the Child Functioning Module, we’ve asked EMIS to find a way of embedding the principles of the SIAS Policy onto SA-SAMS. This integration will also support the monitoring of the staff appointed through the 3% of the LSPID Conditional Grant,” she added.

Various updates from line functions were shared; from the review of the school funding model, to the revision of the Post Provisioning Norms to address gaps related to inclusive education in the current model. The Department of Transport also delivered an update on the review of the National Learner Transport Policy, while Provincial Task Teams presented progress reports on the placement of out-of-school children. Gauteng and North West, tasked with field-testing the Draft Guidelines for Exemption from Compulsory Attendance, Section 4 of the SASA, also unpacked their reports and outlined recommendations for further strengthening of the guidelines.

In his closing comments, Mr Ngcobo asked the NTT members to reflect on their role in advancing inclusive education: “If a learner with an impairment or experiencing a barrier were to review your operational plan, would they find themselves reflected in its priorities, targets, and outcomes?” Reader, the same reflexive question is asked of you.