Teachers perceptions regarding the implementation of the Screening, Identification, Assessment and Support (SIAS) policy in mainstream schools
| dc.contributor.advisor | Dreyer, Lorna | en_ZA |
| dc.contributor.author | Hess, Sonia Anne | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Education Policy Studies. | en_ZA |
| dc.date.accessioned | 2020-02-20T12:58:01Z | |
| dc.date.accessioned | 2020-04-28T12:13:34Z | |
| dc.date.available | 2020-02-20T12:58:01Z | |
| dc.date.available | 2020-04-28T12:13:34Z | |
| dc.date.issued | 2020-03 | |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2020. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT : Since the abolishment of apartheid in South Africa there has been a restructuring of the education system towards inclusive education. According to the Department of Education (DoE, 2001), the formulation of the Education White Paper 6 (EWP6) was the policy document that emerged to drive the implementation of inclusive education. The framework sought to address the needs of all learners and to help steer education towards the inclusion of all learners. The National Strategy for Screening, Identification, Assessment and Support (SIAS) (Department of Basic Education [DoBE], 2014) is an additional policy to strengthen EWP6 (DoE, 2001). The SIAS strategy is an integral part of steering inclusive education (IE) in South Africa. It focuses on the needs of all learners in South Africa, in particular those who are likely to be excluded or marginalised, and is aimed at improving access to quality education and support for all learners (DoBE, 2014). The strategy focuses on the early identification of barriers to learning and correct assessment strategies of the barriers that learners might experience. Through a qualitative case study of two mainstream primary schools in the Winelands district, the study explored teachers’ perspectives of the implementation of the SIAS policy. The study is based on Bronfenbrenner’s bio-ecological model as a framework, which views individuals in their context, taking into account various interactions between the interconnected systems and how these interactions influence the participants’ lives. A purposive sampling strategy was used to select eight teachers as research participants. Two methods of data collection were used, namely semi-structured interviews and focus group discussions. The key findings of this study show that teachers are still left unsure and struggling to cope with the demands of implementing the different inclusive policies. All the participants in this study argued for the importance of adequate training and for appropriate support systems to be in place in order to alleviate the challenges. This research highlighted that the participants who believed that they were well supported felt that the challenges were better managed. This contributed to their general positive attitude towards the implementation of the SIAS policy. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Sedert die afskaffing van apartheid in Suid-Afrika was daar 'n herstrukturering van die onderwysstelsel na inklusiewe onderwys. Volgens die Departement van Onderwys (DoE, 2001) was die formulering van die Onderwys Witskrif 6 (EWP6) die beleidsdokument wat na vore gekom het om die implementering van inklusiewe onderwys te bestuur. Die raamwerk het gepoog om die behoeftes van alle leerders aan te spreek en om onderwys te help stuur na die insluiting van alle leerders. Die Nasionale Strategie vir Sifting, Identifikasie, Assessering en Ondersteuning (SIAS) (Departement van Basiese Onderrig [DoBE], 2014) is 'n addisionele beleid om EWP6 (DoE, 2001) te versterk. Die SIAS-strategie is 'n integrale deel van die stuur van inklusiewe onderwys in Suid-Afrika. Die fokus op die behoeftes van alle leerders in Suid-Afrika, veral dié wat uitgesluit of gemarginaliseer word, en is daarop gemik om toegang tot gehalte-onderwys en -ondersteuning vir alle leerders (DoBE, 2014) te verbeter. Die strategie fokus op die vroeë identifisering van hindernisse tot leer en die korrekte assesseringstrategieë van die hindernisse wat die leerders mag ondervind. Deur 'n kwalitatiewe gevallestudie van twee hoofstroomlaerskole in die Wynland Distrik ondersoek hierdie studie onderwysers se perspektiewe van die implementering van die SIAS-beleid. Die studie is gebaseer op Bronfenbrenner se bio-ekologiese model as 'n raamwerk, waarvolgens individue in hulle konteks beskou word, met inagneming van verskeie interaksies tussen die gekoppelde stelsels en hoe hierdie interaksies die deelnemers se lewens beïnvloed. 'n Doelgerigte steekproefstrategie is gebruik om agt onderwysers as navorsingsdeelnemers te kies. Twee metodes van dataversameling is gebruik, naamlik semi-gestruktureerde onderhoude en fokusgroeponderhoude. Die belangrikste bevindings van hierdie studie het getoon dat onderwysers steeds onseker is en sukkel om die eise van die implementering van die verskillende inklusiewe beleide te hanteer. Al die deelnemers aan hierdie studie het geargumenteer vir die belangrikheid van genoegsame opleiding en gepaste ondersteuningstelsels in plek om uitdagings te verlig. Hierdie navorsing het beklemtoon dat die deelnemers wat geglo het dat hulle goed ondersteun is, gevoel het dat die uitdagings beter bestuur is. Dit het bygedra tot hulle algemene positiewe houding teenoor die implementering van die SIAS-beleid. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | x, 107 pages ; illustrations, includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/107997 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Teachers -- Attitudes | en_ZA |
| dc.subject | Education and state | en_ZA |
| dc.subject | Inclusive education | en_ZA |
| dc.subject | UCTD | |
| dc.title | Teachers perceptions regarding the implementation of the Screening, Identification, Assessment and Support (SIAS) policy in mainstream schools | en_ZA |
| dc.type | Thesis | en_ZA |