KwaZulu-Natal special needs schools face crisis ahead of 2026 reopening

The reopening of special needs schools across KwaZulu-Natal for the 2026 school year is in doubt due to unresolved funding, staffing, and infrastructure challenges. An urgent meeting was convened by the South African National Association for Special Education (SANASE) on November 25 at Khulangolwazi Special School in Montclair, Durban. This meeting revealed the dire state of special needs schools in the province.

Officials at the meeting concurred that the circumstances had reached the "high-risk" level, which places the learning needs of thousands of pupils in a compromised position. The association noted that, despite commitments made by the provincial government, there has been no follow-through from key provincial government figures or the KZN Department of Education. SANASE believes this inaction raises serious concerns for the educational future of children who depend on these institutions for their learning.

Speaking during a recent radio interview, SANASE's Secretary General, Dipolelo Tema, underscored the multifaceted challenges that special needs schools face, particularly the inability to replace retiring teachers. "When teachers retire from such schools, there are no replacements for them," Tema explained. While there are still teachers in some schools, the reliance on support staff is crucial. "If we are short of support staff, there is no school. A school depends on support staff; it depends on therapists and assistive devices that provide reasonable accommodation."

He emphasised that without such resources, teachers cannot effectively deliver the curriculum, leaving already vulnerable students at risk. School governing bodies, comprising members of SANASE, are required to find alternatives for the lack of adequate funding and resources. "If the money that was supposed to be allocated for such essential services is mismanaged, we are left to manage the situation without proper resources. We are questioning how the department is handling this," Tema said.

He also noted the disturbing trend where the educational needs of black children are treated as secondary. This mindset is damaging in the current context of special education. The need for therapists and assistive devices, which are essential to level the playing field for learners with special needs, cannot be overstated. "You can have all the teachers you want, but if these children aren't properly supported, what is the point?" he challenged.

Moreover, while infrastructure challenges are significant, they pale in comparison to the critical day-to-day needs, such as ensuring students receive proper meals. Amid this crisis, Tema expressed cautious optimism regarding the Department of Education's engagement with SANASE, believing that collaboration is essential for progress. "We just want to dispel the misconception that SANASE is unwilling to work with the department," he stated. Yet, he was firm about the pressing need for systematic intervention, as parents now face agonising choices about their children’s education. "Parents are asking themselves: Is it in my child's best interest to take them on public transport if they cannot care for themselves when they get there?" he queried, highlighting the dire circumstances that could lead many to keep their children at home.

Tema said that public schools receive the necessary support, while special needs schools do not, and that this is inequality in funding. "This lack of policy direction could harm the children and the system as a whole," he cautioned, urging the Department of Basic Education to intervene and ensure appropriate resources are allocated to special schools. Attempts to receive responses from the national and provincial department of education spokespersons were unsuccessful at the time of publication.