D) sensitise the community and relevant government bodies on the impact of unregulated public protests on the right to basic education and the role of the police and other government bodies in such cases. 26. The Committee also notes with great concern that Violence faced by children in schools still remains rife in South Africa. In this regard, the Committee recommends to the Government of South Africa to: A) ensure that anti-bullying policies and peer mediation structures are developed and implemented in schools; B) allocate resources and implement a national programme of training on positive disciplining. 27. The Committee appreciates measures taken by the State Party to ensure inclusive education for children with disabilities. However, the Committee notes with concern that children with disabilities remain experiencing discrimination as they attempt to access ordinary schools and special schools. Special schools in South Africa have not also been listed as ‘no fee-paying schools’, therefore learners with disabilities that attend special schools do not have access to free basic education. Furthermore, provision of school transport does not take in to account the needs of students with physical disabilities. Although braille workbooks are being provided to learners with visual impairments in special schools, there is no programme for provision of braille textbooks, which are considered by the Department of Basic Education to be an essential component of the curriculum. On this basis, the Committee recommends to the Government of South Africa to: A) Immediately waive education fee attached to accessing special needs schools; B) Ensure that children with disabilities access free basic education in free, non-fee paying, mainstream schools; C) Amend the Screening, Identification and Assessment and Support (SIAS) Policy to allow for a more streamlined school placement procedure of children currently not in the education system; D) Adopt comprehensive norms and standards that guide the provision of transport to students with disabilities; E) Develop a comprehensive programme for provision of learner teacher support materials to learners with disabilities, in particular blind learners, that respond to those learners’ needs in special schools, full service schools and public ordinary schools; F) Fund and resource, implement, monitor and evaluate inclusive education policies and guidelines to address learner diversity and provide appropriate support to teachers and learners to achieve quality learning outcomes; G) Focus on the early identification of barriers to learning and intervene with appropriate support in the earlier years; H) Budget the conditional grant envisaged in Education White Paper 6 for non-personnel expenditure in special schools. 10