| 50. | DHET institutions, including CET colleges are mandated to embrace inclusion of all types of students in all college academic and extra-curricular activities. CET colleges must therefore eliminate all forms of discrimination and promote the inclusion of all students in college activities. |
| 51. | In partnership with the DHET, Planning Branch: Social Inclusion and Equity Directorate and other relevant stakeholders, CET colleges must facilitate social inclusion advocacy and awareness workshops that will raise awareness about social inclusion amongst staff and students. |
| 52. | CET colleges must create a conducive and an enabling teaching and learning environment that promote access and eliminate barriers that prevent youth and adults with disabilities from participating in CET college programmes. Colleges must provide programmes and services that promote diversity and integration during teaching and learning and in extra-curricular activities. |
| 53. | CET colleges may establish Disability Rights Sub-Units within students and community support services on the basis that there is adequate funding, infrastructure, and relevant resources, inclusive of trained personnel. This is in acknowledgement that this will be a gradual process. The Disability Rights sub-units within SCSS must act as facilitators of inclusion and as catalyst for change within CET colleges. |
Early Identification of students with disabilities
| 54. | CET colleges must have a system to identify students with disabilities. Students with disabilities must be encouraged to disclose their inclusive support needs upon registration so that colleges can plan for timeous and relevant support interventions. |
Universal Design
| 55. | CET colleges must provide differentiated support services that are relevant to the needs of all students such as disability, age, gender, language, etc. College Academic Boards in synergy with students and community support services and relevant college stakeholders must develop strategies of accommodating students who are vulnerable and students with disabilities within existing college programmes and activities. |
| 56. | The curriculum must be made accessible to all students by providing learning materials that accommodate the needs of all students, including students with disabilities. CET colleges must plan for sustainable resources, assets and infrastructure that will accommodate various kinds of identified disabilities. |
Assistive Technology
| 57. | Assistive technology is necessary to enable and to enhance a conducive teaching and learning environment for students with disabilities. CET colleges must ensure that there is assistive technology to enable and enhance a conducive teaching and learning environment that accommodates students with disabilities. |
| 58. | In line with the Norms and Standards for Funding Community Education and Training Colleges, students with inclusive support needs must be catered for and funded by adding an additional weight in the funding formula. This means extra funding for students with inclusive support needs in a particular programme. The weighting must match the actual resources, support required and evidence that assistance is actually provided, and that extra staff are employed. |
Concessions
| 59. | Concessions related to disabilities of reading, basic spelling, writing and mathematical disorder may be granted in accordance with White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System, 2001. |
| 60. | Students with disabilities must provide necessary supporting documentation such as medical reports to aid in applying for concessions on time. Applications for concessions must be evaluated by examination and assessment structures responsible for students with disabilities in CET colleges. |
| 61. | Based on assessments and approval from examination and assessment structures, support of students with disabilities may include any of the following interventions: |
| 61.1. | Academic concessions ( amanuenses/scribes, extra time and enlarged fonts); |
| 61.2. | Orientation and mobility into the college environment; |
| 61.3. | Independence training; |
| 61.4. | Assistive devices and human support; |
| 61.5. | Availability of LTSM in other accessible formats; |
| 61.6. | Individual attention; |
| 61.7. | Counselling and support; |
| 61.9. | Assistance with employment; |
| 61.10. | Assistance with articulation; |
| 61.11. | Exposure to business opportunities and |
| 61.12. | Referrals to specialist organisations. |
| 62. | CET lecturers and administration staff will require adequate training on managing an inclusive classroom, making arrangements for accessible learning materials that are in appropriate formats, the usage of assistive devices and software and teaching for diversity. |
