Developing Inclusive Literacy Practices in South African Schools

Abstract

Literacy instruction for children with a disability is not highlighted as a priority in South Africa. This can be attributed to numerous reasons, amongst others: the focus on care of children with disability to the detriment of learning; the high number of children with disabilities who are currently out of school; the gradual change and movement towards inclusion despite policies being in place, poorly qualified teachers with limited knowledge regarding best teaching practices and limited experience of teachers in teaching functional literacy. However, the National Department of Education is attempting to address these factors by, for example introducing a compulsory year of schooling before Grade 1 commences (Grade R), developing work books for all learners in the foundation phase and making them available across the country as well as introducing a new national curriculum – Curriculum Assessment Policy Statement CAPS – with a stronger emphasis on literacy.

In this chapter I will briefly provide a contextual background to the South African context; then provide a short discussion of the challenges faced in this context and finally focus on the best practices that have some evidence in this context.

Citation

Bornman, J. (2017), "Developing Inclusive Literacy Practices in South African Schools", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Leeds, pp. 105-122. https://doi.org/10.1108/S1479-363620170000011008