The impact of education budget cuts on special schools and inclusive education

The government’s announcement last year that special schools will be spared from the latest education budget cuts has brought relief in some circles. At the same time, that announcement raised an important question: does preserving funding for special schools truly advance the rights of learners with disabilities? At face value, the decision appears protective, but it overlooked deeper systemic challenges within South Africa’s education system. Rather than easing the crisis, it risks intensifying long-standing barriers to quality education for learners with disabilities.

Inclusive education remains a central policy commitment grounded in equity and access, but implementation has been uneven, and budget constraints threaten to widen existing gaps. As South Africa marks Disability Awareness Month (3 November&3 December), this piece seeks to contribute to the national conversation on disability inclusion by exploring how budget cuts shape educational realities. To do this, the paper will focus on three directly or indirectly affected areas: full-service or mainstream schools, special schools, and the employment of qualified teachers and inclusive support assistant.

There are currently 848 full-service schools (schools that provides structured and coordinated support to meet a wide range of learning needs) in South Africa, tasked with accommodating approximately 121,461 learners with disabilities. These schools are designed to provide an inclusive environment where learners with disabilities can access education alongside their peers. However, with the decrease in the education budget, these schools are at risk of being stretched beyond their capacity. The infrastructure, resources, and support systems required to provide meaningful accommodation for learners with disabilities are already under strain, and further cuts threaten to push these systems to the brink.

For learners in these full-service schools, accommodation can take many forms: from specialized teaching materials and assistive technologies to physical adaptations within the school environment. These accommodations are not optional; they are essential to ensuring that learners with disabilities can participate fully in the classroom. However, as the budget decreases, so too does the ability of schools to provide these accommodations. This leaves many learners vulnerable to being pushed out of the system altogether.

Unfortunately, many of the country's special schools are already operating at full capacity. With limited space and resources, these schools simply cannot accommodate more learners. As a result, learners who are unable to find a place in either full-service schools or special schools may find themselves out of school entirely. This is not just a logistical issue; it is a matter of fundamental human rights. Every child has the right to education, and for learners with disabilities, this right will be eroded.

Teachers play a pivotal role in creating inclusive learning environments. In recent years, there has been a concerted effort to train more teachers and inclusive support assistants (ISA) about the principles and practices of inclusive education. These teachers and (ISA) are equipped with the skills and knowledge to accommodate learners with diverse needs in full-service-classroom. They are trained to adapt their teaching methods and modify curricula to ensure that learners with disabilities can access the curriculum alongside their peers.

However, even with this training, the reality is that many of these teachers and (ISA) will not be employed due to budget constraints. Without the necessary funding to hire and retain these specialized educators, the inclusion of learners with disabilities in mainstream schools will remain more of a theoretical ideal than a practical reality. The result is that learners with disabilities will continue to be excluded from mainstream education, not because they are incapable of learning, but because the system lacks the resources to support them.

Therefore, the budget cuts is a stark reminder of the challenges that South Africa faces in its quest to provide quality education for all learners, particularly for those with disabilities. While special schools may have been spared from the immediate effects of the cuts, the broader education system is likely to feel the strain. Full-service schools and mainstream schools which are already stretched to capacity, may struggle to continue providing the accommodations that learners with disabilities need to succeed. Without adequate funding, the resources necessary to support these learners from assistive technologies to specialized teaching materials will become increasingly scarce.

Inclusive education is not just a policy goal; it is a moral and legal imperative. South Africa's Constitution guarantees the right to education for all children, and this right must be upheld for all children in the country, including learners with disabilities. The country is also a signatory to the United Nations Convention on the Rights of Persons with Disabilities, which emphasizes the importance of inclusive education as a means of promoting equality and combating discrimination.

However, without adequate funding and resources, the vision of inclusive education remains out of reach for many learners with disabilities. The budget cuts represent a step backward in the fight for equality and inclusion, and they send a message that the needs of learners with disabilities are not a priority.

In conclusion, while the government's decision to shield special schools from budget cuts may seemed like a victory, it is not enough. The broader system of inclusive education remains under threat, and without urgent action, learners with disabilities will continue to be marginalized. South Africa must commit to provide quality education for all learners, and this can only be achieved through sustained investment, comprehensive training, and a commitment to inclusivity at every level of the education system.

* Khumalo is a freelance learning designer and accessibility consultant for the Including Disability in Education in Africa (IDEA) Training and Research consultancy and a Mphil student at UCT.