THE EDUCATION DESK: No data, no deadline, no dedicated funding: SA’s blind and deaf children face an ECD crisis
South Africa does not know how many blind and deaf children are missing out on early childhood development – and the government cannot say when it will have a national framework in place to ensure they are included. This comes a quarter of a century after the gazetting of a government blueprint on inclusive education.
South Africa remains unaware of the number of blind and deaf children who are excluded from early childhood development (ECD) programs. The Department of Basic Education (DBE) has no national framework to ensure these children receive appropriate education. Despite a government blueprint for inclusive education being issued a quarter of a century ago, no dedicated funding exists for this specific group of children.
Four years after ECD responsibilities were moved from the Department of Social Development to Basic Education, the lack of data and funding continues to hinder progress.
On 4 August, the Limpopo Education Department testified before the parliamentary Portfolio Committee on Basic Education about the challenges of providing inclusive ECD programs for deaf and blind children. Members of Parliament asked about plans to ensure these children received access to specialized educators and materials. The Limpopo deputy director-general for corporate governance, coordination, and support, Calvin Molongoana, acknowledged that the issue was being discussed at an interprovincial meeting and that officials were compiling an audit of special schools offering Grade R.
Deputy Basic Education Minister Panyaza Lesufi told MPs that while a national framework was still under consideration, the department was reviewing its Education White Paper 6 and other reports. The DBE emphasized that a delay in identification, support, or access to early learning could set children up for ongoing barriers in their education. The scale of the issue remains unknown due to the absence of accurate data on disabled children who are excluded from ECD programs.
The DBE identified several barriers to inclusion, including untrained practitioners, late diagnoses, weak referral networks, and a shortage of assistive devices. While children can access standard ECD subsidies for low-income families, meaningful inclusion requires additional funding for assistive technology and specialized support.
The Bana Pele 2030 Blueprint and PlaySA online training platform are among existing initiatives aimed at improving early identification and adapting learning approaches for children with disabilities. However, concerns remain that the ongoing delays in developing a comprehensive national framework will exacerbate educational inequality for blind and deaf children.
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