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SANASE is a legal (juristic) entity and is registered with the Department of Social Development as a Non-profit Organization [NPO 016-951]. Membership is open to all School Governing Bodies of schools for specialized education, mainstream schools with special education sections, full-service schools, resource centres and institutions for special education. Each province has its own provincial SANASE structure.

In 1997 there were two bodies representing special education – the Principal’s Forum [representing the principals of special schools] and SANASE [representing the SGB’s of special schools]. The Management Committees of these organizations met and came to the conclusion that, although they represented two areas of the special education sphere, they had much in common. After having had both their AGM’s on the same date and at the same venue, it was decided, at a joint meeting, that the two Management Committees should investigate amalgamation. They held several meetings and at the joint AGM, held from 26-28 August 1998 in Kuilsrivier, it was unanimously decided that the two organizations amalgamate under the name of SANASE.

To act as a mouth-piece and channel for negotiation between SANASE on the one hand and the relevant Education Departments and/or the responsible Minister/s on the other hand whenever joint action is expedient to promote mutual interests. 

• To strive for and maintain statutory recognition of its existence and functions and to gain on behalf of learners with special education needs, representation in relevant statutory bodies in order to state its views, make necessary inputs, keep abreast of latest trends in education and to obtain reports and resolutions. 

• To promote the interests of learners with disability who are in need of special education to enable them to reach optimal independence and responsibility. 

• To promote and co-ordinate all facets of the education of learners with special education needs. 

• To strive for retaining the identity of the education of learners with special education needs as a specialized and justifiable education.

The National Executive Committee (NEC) is elected at the National Annual General Meeting once every three years. The NEC’s term of office will co-inside with the term of office of School Governing Bodies of public schools in the RSA. Each Province has a Provincial Committee (PC) elected at a Provincial meeting. The NEC, together with the Provincial Chairpersons, forms the National Council (NC). The National Council (NC) is the National decision-making body of SANASE.

SANASE serves the interest of all learners in special schools, mainstream schools [with sections for special education], full service schools, resource centres and institutions for special education through their School Governing Bodies.

SANASE is acknowledged by the National Ministry of Education as the body representing special education in special and mainstream schools. As an organisation, SANASE has played an important role over the years to address some of the critical areas in Inclusive Education as part of a variety of committees and task teams:

• As a result of recommendations at national level, the Directorate for Inclusive Education was established.
• SANASE is a member of the NCF [National Consultative Forum] where the National Department of Basic Education meets the School Governing Body Associations on a regular basis.
• SANASE was part of the national committee that drew up the Guidelines for SGB Elections.
• SANASE formed part of the National Conference on Inclusive Education where members of the then Management Committee served on different commissions regarding the development of Education White Paper 6.
• Members of SANASE serve on different commissions of the NCSNET and NCESS. Through them valuable inputs were made in the report “Quality Education for All: Overcoming Barriers to Learning and Development”. After publication of this document, SANASE made new inputs and many of its recommendations were taken up in the final White Paper 6 – “Building an Inclusive Education and Training system”.
• SANASE was central in negotiations in the publication of White Paper 6 “Building an Inclusive Education and Training System”.
• With regard to the National Directorate for Inclusive Education, SANASE is also welcomed by the Director. Problems experienced in provinces are brought directly to his attention.
• SANASE made inputs to the National Department of Education and later the Department of Basic Education with regard to SGB training, review of the staffing formula of special schools, inputs for Education White Paper 6, curriculum development and adaptation, as well as legislation.
• SANASE has hosted various workshops over the years to improve Inclusive Education such as the FET workshop in partnership with the Western Cape Education Department, workshops for principals and chairpersons of SGB’s of schools for the Deaf and Blind, schools for SMH and multi-disabled learners, schools for physically disabled learners, schools for autistic learners and schools of industry. Advisory committees for the different disability groups were appointed and tasked to compile a report on workshop resolutions that was submitted to the Minister of Education.
• Meetings were held with high ranking officials and politicians in education such as Ministers of Education, Deputy Ministers of Education, Directors General of Education and Chief Directors & Directors responsible for Inclusive Education.
• Provincial representatives handled a number of Inclusive Education issues in their respective provinces and liaised with their respective Provincial Education Departments.
• Various Task Teams were appointed over the years that worked collaboratively on various aspects pertaining to Inclusive Education such as the Curriculum Committee of the MMH group, the SID Curriculum Task Team, the FET Task Team, Hostel Policy Task Team.
• SANASE is represented on various structures of the Department of Education such as the National Consultative Forums, Quality Learning and Teaching Campaign, the SA Council of Educators (SACE) Reference Group and Sports Bodies etc. where valuable inputs are made on critical matters pertaining to Inclusive Education.