The Implementation of the Screening, Identification, Assessment and Support Policy to Manage and Support Teaching and Learning Processes in KwaZulu-Natal
Eleanor Pillay 
& Lloyd Daniel Nkoli Tlale
Issue: Vol.5 No.13 Issue Article 2 pp. 2040-2055
DOI: https://doi.org/10.38159/ehass.20245132 | Published online 1st October, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The Screening, Identification, Assessment and Support (SIAS) policy was developed to enable South African schools to respond systemically to diverse needs within an inclusive education (IE) system. This study explored teachers’ role as case managers with the implementation of the SIAS policy in inclusive education in three schools in the Pinetown District of KwaZulu-Natal. One departmental head and one principal from each of the selected schools were interviewed while two focus group discussions per school consisting of six teachers were conducted. The researcher used a reflective journal during the research process to ensure that the study was conducted rigorously as this improves the quality of the study. This qualitative study was grounded by Bronfenbrenner’s Bio-Ecological Systems Theory. The findings revealed that teachers lack adequate knowledge of the SIAS policy, leading to insecurity in its implementation. Overcrowded classes also pose a challenge, hindering teachers’ ability to provide individual support. The research aimed to contribute to a greater understanding of teachers’ challenges in understanding SIAS policy and the effective implementation of inclusive education. This study discusses the inadequate knowledge, understanding, and skills of teachers in implementing the SIAS policy effectively. To remedy this, regular workshops should be provided to teachers, which should explain the SIAS process or protocol, provide information on the responsibilities of all stakeholders, and inform teachers about their roles and responsibilities as case managers. Additionally, collaboration between the DBST, SBST, parents, and teachers is essential for the successful implementation of the policy, as it aims to provide teachers with the necessary support and resources.
Keywords: Inclusive Education, District Based Support Team, Case Managers, School-Based Support Team, Screening, Identification, Assessment and Support
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Eleanor Pillay is currently a full-time PhD student at the University of South Africa, specialising in the field of psychology of education. She obtained her Bachelor of Education degree at the University of KwaZulu-Natal and Honours degree and Masters degree at the University of South Africa.
Professor Lloyd Daniel Nkoli Tlale is a professor in the Department of Psychology of Education at the University of South Africa. He joined UNISA after being a teacher and a teachers’ college lecturer for several years. He was previously an education specialist for the Department of Basic Education, supporting and training teachers in inclusive education. Currently, his responsibilities include teacher training (tuition), postgraduate supervision, research and community engagement projects. He is also the head of department – Psychology of Education at the University of South Africa. His research interests include gifted child education, orphans and vulnerable children, children in conflict with the law, social justice and qualitative research.
Pillay, Eleanor & Lloyd Daniel Nkoli Tlale. “The Implementation of the Screening, Identification, Assessment and Support Policy to Manage and Support Teaching and Learning Processes in KwaZulu-Natal,” E-Journal of Humanities, Arts and Social Sciences 5, no.13 (2024): 2040-2055. https://doi.org/10.38159/ehass.20245132
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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