Implementation of the Policy Screening, Identification, Assessment and Support by Teachers in Selected Primary Schools in King Cetshwayo District
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Date
2021
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Publisher
Univeristy of Zululand
Abstract
The study is about the implementation of the Screening, Identification, Assessment,
and Support (SIAS) policy. This study is underpinned by the Bio-Ecological systems
Theory (BEST). The bio-ecological systems theory outlines the importance of the
surroundings and the interaction of the surrounding in the social and cognitive
development of a child. The development involves personal characteristics, reciprocal
relations of those within the systems and how they affect the child concerned, and
what support is needed from all the systems to nourish the development of the child.
These systems include mostly the participation of parents, and teachers who are
considered to be within the microsystem of the child.
In the application of BEST in this study, three primary schools and district officials from
King Cetshwayo District participated in the study. The data were collected through
survey questionnaires and focus groups from teachers who teach from Grade R to
Grade 7 and from two district officials respectively.
The implementation of the SIAS policy was identified in three schools that participated
in the study. There were many challenges identified in the implementation of the policy,
which resulted in ineffective way of implementing the SIAS policy. The SIAS policy by
the Department of Basic Education requires that the teacher interact with the parents
and the School-Based Support Team (SBST) when implementing support. The SBST
should interact with the District-Based Support Team (DBST) which needs to provide
adequate support to the schools in response to the learners’ needs. The DBST is
responsible for strengthening the etiquette and all the structures that ensure the
coherent implementation of the policy within the schools through provincial and
national regulations.
The key findings of the study revealed that SIAS policy of inclusive education is not
effectively implemented. This is due to teachers not prepared enough in terms of skills
and confidence in working with learners with learning problems. Therefore, the
research recommends that training development needs to be effected for teachers to
align themselves with SIAS policy in working with learners with learning barriers.
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Master of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2021.
Keywords
Support (SIAS) policy, Bio-Ecological systems Theory (BEST), Implementation of Screening, King Cetshwayo District