History and Mission
The school’s rich history dates back to the early 1950s. The name Bel Porto came into being in 1985 as the result of the amalgamation of Sunnyday Centre and the Marah Training Centre and moved to our current premises at 2 Arcadia Avenue Lansdowne on 8 March 1991. Although originally built to accommodate 150 learners, the school now has more than 280 learners, and with current additional expansion, could eventually accommodate 330 learners
Our Vision
To be a Professional Knowledge Centre for the high educational and therapeutic support needs of learners with Severe/moderate Intellectual and co-occurring impairments to access the Curriculum.
Our Mission
To develop the full potential of each child through Individual Development Plans;
To provide excellent teaching and therapies;
To have total parent-educator-therapist co-operation;
To develop the knowledge and skills of all staff through training and knowledge sharing, and
To share our knowledge and resources with others who have a need.
Our emblem
Our emblem depicts our origin – The white dove is the emblem of the Western Cape Cerebral Palsy Association who established Sunnyday Centre for learners with cerebral palsy and severe intellectual disabilities. The palm tree at an oasis is the emblem of the Oasis Association for persons with an intellectual disability who established Marah Training Centre.
Admissions
Bel Porto School admits Children with Learning and Cognition impairments (previously known as Severe Intellectual Impairments or SID) as well as learners with Neurological and Neuro-developmental Impairments (i.e. Autism or ASD), with or without physical challenges. Referral of children currently in the public school system only takes place through the Western Cape Education Department (WCED) through their regional Education Management and Development Centres (EMDCs) and the Screening, Identification, Assessment and Support (SIAS) process.
Other referral agents are medical doctors, psychologists, social workers, speech-, physio- and occupational therapists, clinics and other special schools. The child and his/her parents are interviewed by a trans-professional team of specialists. Admission is also subject to space available and the final decision for placement is confirmed by the Director of Special Needs.