Ikeraam Mullins, director of Autism Strong Academy non-profit organisation
On behalf of Autism Strong Academy, I am writing to express our deep concern regarding the challenges faced by families in the Western Cape seeking appropriate educational placement for their children with autism spectrum disorder (ASD).
Significant delays and a lack of clear information regarding access to special needs schools remain deeply troubling, despite our efforts to bring these concerns to your attention.
The accounts of children aged 9 to 13 still awaiting placement are unacceptable. These delays have serious consequences for their development and well-being, hindering their educational progress and exacerbating existing challenges. The lack of readily available information and an opaque application process only add to the difficulties faced by families already navigating a complex and emotionally demanding situation.
Furthermore, while the Western Cape Education Department aims to make all schools inclusive, we must question how the department intends to place non-verbal or semi-verbal children with developmental delays in classrooms with over 30 pupils. Are mainstream teachers adequately equipped to handle meltdowns or overstimulation?
We urge the WCED to consider an alternative strategy, as the current approach risks further anxiety for children on the spectrum. The transparency and accessibility of information regarding the application process must be improved so that parents have clear details about waiting lists, timelines, and available support services. The current application process is excessively lengthy and bureaucratic, requiring a thorough review and simplification to reduce waiting times and ensure timely placement for children with ASD. Additionally, if mainstream inclusion is the goal, it must come with specialised teacher training and access to appropriate assistive technologies to ensure that children with ASD receive the support they need.
The well-being and educational success of children with ASD are paramount. We implore the WCED to take immediate action to address these concerns and ensure that all children with ASD have access to appropriate and timely educational support.
Millicent Merton, WCED spokesperson responds:
The WCED prioritises improving education and support for pupils with ASD and other disabilities. To fast-track access to support and enhance communication with parents, NPOs, and NGOs, weekly meetings with district officials have been held since early 2025. Pupils’ disability information is centralised to prioritize placements based on referral dates and support needs.
The referral process between the WCED and the Department of Health has been streamlined. The WCED is expanding access to specialised education by establishing additional classes for ASD and profoundly intellectually disabled learners in high-referral areas. Placement in special schools is prioritised based on support needs and logistical feasibility.
Public ordinary schools are being transformed into inclusive schools to support pupils within their communities. Support structures assess and strengthen schools, providing teacher training, facilitators, alternative communication devices, and specialised teaching materials.
The WCED remains committed to inclusive education, ensuring pupils with barriers receive the support they need while integrating them into their communities rather than segregating them.
