Less than half the schools in South Africa are confident in their ability to screen learners for visual, hearing or learning difficulties.

“The poor ability of educators to screen learners means many learners with less obvious disabilities are unlikely to be identified in schools. As a result, many learners with disabilities will not receive the support they need to participate fully in learning,” says Nicola Deghaye, a doctoral student within the Research on Socio-Economic Policy (ReSEP) Group in the Department of Economics at Stellenbosch University (SU).