Why It Matters?

The South African government’s pivotal 2001 policy document, White Paper 6, aims to include all learners in mainstream schooling. The goal is to ensure that all learners have equal access to quality education and support services, including assistive devices and specialised teaching methods. The policy guides the establishment of schools to accommodate diverse needs. However, the effective implementation of White Paper 6 remains an ongoing challenge, with a significant number of children with special educational needs being unsupported and unable to succeed in the South African education system.

The Progress in International Reading Literacy Study (PIRLS) is a global assessment of Grade 4 students' reading comprehension, and the 2021 results revealed a severe literacy crisis in South Africa. South Africa ranked last out of the 57 countries that participated in the study. 

The PIRLS results confirmed that poor some of the contributing factors were:

• Teacher training: Poorly trained or unsupported teachers

• Overcrowded classrooms: Large class sizes make individual attention and support for reading difficult.

• Lack of resources: Many schools lack essential reading infrastructure

• Socioeconomic background: The study, like many others, found a correlation between poverty and lower educational performance. 

The purpose of Unlock Learning South Africa is to support learners with Literacy difficulties or dyslexia within the South African education system through early identification, specialised intervention, and the delivery of an inclusive, empowering curriculum. Our goal is to ensure that learners with dyslexia or related difficulties can complete their education.

In achieving this, we not only empower learners but also contribute to the professional development of teachers by providing training, upskilling, and employment opportunities. Furthermore, our approach helps to ease the burden on teachers working in overcrowded classrooms with limited resources, thereby creating a more effective and supportive learning environment for all.

• Statistics show that 1 in 10 South Africans has Dyslexia.

• Neurodiverse and Dyslexic learners face barriers to learning in traditional educational environments that often lack adequate support. 

• Under-resourced schools face persistent challenges in teaching and supporting neurodiverse or Dyslexic learners due to limited resources. 

• Evidence shows that learners with barriers to learning or Dyslexia can experience success in learning with the following support:

  • Early identification and screening in the Foundation Phase

  • Strengths‑based, multi‑sensory teaching methods

  • Use of assistive technology

  • Concessions for exams and assessments.

  • Inclusive, differentiated teaching practices.