Agb Voorsitter, Ministers, agb lede, dames en here, ek dra graag hierdie toespraak op aan al ons leerders met gestremdhede. [Tussenwerpsels.] [Hon Chairperson, Ministers, hon members, ladies and gentlemen, I would like to dedicate this speech to all our learners with disabilities. [Interjections.]]
For this financial year, the Department of Basic Education budgeted R1,4 billion for the Curriculum Policy, Support and Monitoring programme which, amongst other things, seeks to improve the performance of learners with special needs. Of this amount, R572 million is for the Kha Ri Gude adult literacy project, but we see that a minimal budget of R750 000 is available for inclusive education in the Minister's budget. We can, therefore, conclude that learners with special or remedial educational needs are being sidelined by the ANC government at, let me stress, the national level. [Interjections.]
An addendum that I have here ... [Interjections.] ... to the Annual Performance Plan of the department is an afterthought note in which this amount of R750 000 is mentioned. This is not a good example for provincial education departments on how to budget for inclusive education.
According to Statistics SA 2009, the number of 7- to 15-year-old children with disabilities who do not attend school is estimated at 10%. It is even worse in the 16- to 18-year-old age group, where there is no participation in any form of education.
The question is: Do we care enough for learners with disabilities? [Interjections.] The answer is no, because the department is no longer fully committed to Education White Paper 6 of 2001. [Interjections.]
In 2008 the department announced an initiative to establish at least one full-service school in each of the 81 education districts. The Cradock, Graaff-Reinet and Fort Beaufort education districts do not have full- service schools. [Interjections.]
There is a shortage of resources, professionals, specialists and assistive devices, and facilities for learners with disabilities are also found to be seriously lacking throughout South Africa. [Interjections.]
Overcrowded classes reflect the shortage of appropriately trained teachers. Teachers do not receive adequate support either, in dealing with the challenges of special or remedial education. For example, they are not trained to manage diversity in relation to inclusive education.
Scholar transport is a priority in the plans of the department, but the plans are silent about integrated transport for learners with disabilities. [Interjections.]
The plan to provide training at 100 schools nationally on screening, identification, assessment and support programmes is completely unrealistic. Compare this situation with the 1 000 schools that are being targeted by the department for participation in choral eisteddfods. Now you can clearly see the imbalance.
This brings me to targets. My hon colleague Annette Lovemore was correct in saying that there has been an omission of targets when it comes to teacher development and training. [Interjections.]
In general, the poor responsiveness demonstrated by the department in their planning and budget for learners with disabilities ... [Interjections.] ... demonstrates the ANC government's state of mind.
It is no wonder that vulnerable children, especially young girls, are the targets of rapists. [Interjections.] Any number of recent, tragic examples of this vulnerability speak volumes.
The DA is concerned about the poor response by the ANC government to address the plight of learners with disabilities. [Interjections.] In her book, Time to Think, Nancy Kline proposes that when things go wrong in a government department, it is sometimes a better option to correct the wrongs, rather than to fire the Minister.