INCA Education around the world
South Africa : Initial Teacher Training
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
7.5.1. Control
7.5.2. Types of training institutions and courses
7.5.2.1. Admissions
7.5.3. Trainers
7.5.4. Curriculum for initial teacher training
7.5.5. Qualifications and standards
7.5.5.1. Qualifications and entitlement to teach
7.5.5.2. Probationary periods
7.5.6. Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them may have been superceded.
7.5 Initial training of teachers working with students with special educational needs in publicly-funded mainstream or special schools
Initial teacher training in South Africa does not include training in special needs. Training in special needs is undertaken as a specialisation after initial teacher training. Many principals assist teachers to receive additional training, such as in schools for learners with hearing or vision loss. To some degree, Provincial Departments of Education have provided training for educators in special needs. A first degree or bachelor's degree is the minimum requirement for teaching in South Africa, and studies in special needs or any of the disability areas are available at the diploma level, after a first degree or at second degree level.20
7.5.1 Control
See section 7.2.1 of the mainstream South Africa archive in addition.
In terms of appointment of staff to schools, the School Governing Body (SGB) plays an active role in recommending appointees to the provincial Department of Education, which effects the appointment after ensuring that the teacher meets the requirements in terms of professional qualification. The overriding concern is that the teacher is positively disposed towards teaching children with disabilities. Many teachers have, however, gone on to acquire the appropriate qualifications in South African Sign Language for example, in order to improve their ability to communicate with learners with hearing loss. Additional training programmes that have been offered by the Department of Education, pilot projects and donor-funded projects in provinces have raised the skills and knowledge level of many educators. Curriculum training by provincial training teams as part of the education transformation process to Outcomes Based Education (OBE) has had a positive impact on the education system, both mainstream and special. 20
The overriding principle in South Africa is that all teachers can teach all learners and that, although some learners may need additional support, there is no special pedagogy required for this. However, Curriculum 2005 (see section 5.2.1 of the mainstream South Africa archive), which is based on the principles of outcomes based education (OBE), aims to provide a powerful tool in ensuring access to the curriculum for all learners. For teachers to be able to build linkages between the principles of Curriculum 2005 and inclusive education, they do, however, need skills in curriculum differentiation, curriculum assessment, assessment of learner potential, collaborative teaching and learning, collaborative planning and sharing, reflection on practices, and co-operation. Furthermore, in order to ensure an inclusive education system, staff need to be able to work together and support each other both in classrooms and outside. Communication and collaborative skills are essential. These requirements are usually delivered via in-service training.13
White Paper 62 states that teacher training should focus on multi-level instruction enabling teachers to develop responsive teaching methods, co-operative learning and, more generally to deal with learners with behavioural problems. In full-service schools, teacher training should focus on multi-level classroom instruction, co-operative learning, problem solving and development of learners' strengths. In special schools and in resource centres, teacher training should focus on problem-solving and methods focusing on the development of learners' strengths and competences rather than shortcomings. 19
Teachers are also expected to use the 'Guidelines for Inclusive Learning Programmes' published by the Department of Education in 2005. 13
7.5.2 Types of training institutions and courses
Initial teacher training is the responsibility of higher education institutions in South Africa. Courses range from the arts and the humanities to science, technology, etc. Three Universities currently offer postgraduate programmes in deaf education studies. Increasingly, universities are offering post first degree courses, diplomas and degree programmes in disability studies.
See section 7.5.1 of this archive and section 7.2.2 of the mainstream South Africa archive in addition.
7.5.2.1 Asmissions
Admission to teacher training programmes is similar to those of other degree programmes, without any special additional requirements.
See section 7.5.1 of this archive and section 7.2.2.1 of the mainstream South Africa archive.
7.5.3 Trainsers
Trainers at university level have to meet with the employment requirements of the higher education institution concerned and the Department of Education plays no part in the selection process.
7.5.4 Curriculum for initial teacher training
See section 7.5.1 of this archive and section 7.2.4 of the mainstream South Africa archive.
7.5.5 Qualifications and standards
Special schools have tended to adhere to the qualification requirements of mainstream schools. Even though the requirements for teaching in schools for learners with sensory disabilities tend to be obvious, the scarcity of qualified teachers with skills in Braille and South African Sign Language is so severe, that schools hire teachers without these skills. In some cases schools make available limited resources and opportunity for educators to acquire specific skills. 20
The Department of Education has produced a 'Framework for Special Schools and Special Schools as Resource Centres' that sets the guidelines for requirements in terms of teacher qualifications in special schools.
7.5.5.1 Qualifications and entitlement to teach
These are similar to those for teachers in mainstream schools. See section 7.5.1 of this archive and section 7.2.5.1 of the mainstream South Africa archive.
7.5.5.2 Probationary periods
These are also similar to those for teachers in mainstream schools. See section 7.5.1 of this archive and section 7.2.5.2 of the mainstream South Africa archive.
7.5.6 Post-qualification induction periods
See section 7.5.1 of this archive and section 7.2.6 of the mainstream South Africa archive.
