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Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools
Dissertation (MEd ((Management, Law and Policy))--University of Pretoria, 2024.
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University of Pretoria
2025
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| _version_ | 1867613595230011392 |
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| access_status_str | Open Access |
| author2 | Blose, Sibonelo |
| author_browse | Blose, Sibonelo |
| author_facet | Blose, Sibonelo |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd ((Management, Law and Policy))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/102917 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:38.583Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/102917 Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools Blose, Sibonelo u20804696@tuks.co.za Kambule, Thandekile Precious UCTD Implementation Inclusive education SBST Screening, identification, assessment and support (SIAS) Dissertation (MEd ((Management, Law and Policy))--University of Pretoria, 2024. South Africa became a democratic country in 1994. In the democratic dispensation, the country reformed its education system by establishing several legislations and policies. These include policies aimed at promoting inclusive education. Through these policies, the country desired to develop and strengthen the educational support afforded to every learner in the education system. This study focused on one of the policies on inclusive education; this policy came into effect in 2014 and is known as the policy on screening, identification, assessment, and support (SIAS). This study aimed to explore teachers’ experiences in implementing the SIAS policy in selected township primary schools in the Gauteng East district. Four research questions gave direction to the study: What are teachers’ experiences of implementing the SIAS policy in Gauteng East township primary schools? What are the factors enhancing teachers’ implementation of the SIAS policy in Gauteng East township primary schools? What are the factors inhibiting teachers’ implementation of the SIAS policy in Gauteng East township primary schools? How do teachers respond to the factors that inhibit the implementation of the SIAS policy in Gauteng East township primary schools? What support do teachers require to improve the implementation of the SIAS policy in Gauteng East township primary schools? To understand teachers’ experiences of implementing the SIAS policy, the policy implementation theory was used as the theoretical framework of the study. The qualitative approach was adopted, and the case study design was employed to engage with teachers’ experiences. In addition, semi-structured interviews and document reviews were used as methods of collecting data; this data was then analysed using the thematic analysis method. The findings of this study provided knowledge on the implementation of the SIAS policy in township schools. Among other themes that emerged from data are teachers’ understanding of the SIAS policy, their practices in its implementation, and various factors affecting this implementation. The factors included strengths such as the functional SBST influence collaboration, school learning support programs, and applying the pull-out system to provide additional support. The study contributes knowledge on the kind of support required by teachers to improve the implementation of the SIAS policy. Gauteng Department of Education Education Management and Policy Studies MEd (Management, Law and Policy) Unrestricted Faculty of Education SDG-04: Quality Education 2025-06-23T08:36:37Z 2025-06-23T08:36:37Z 2025-09 2024-10 Dissertation * S2025 http://hdl.handle.net/2263/102917 https://doi.org/10.25403/UPresearchdata.29366957 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Implementation Inclusive education SBST Screening, identification, assessment and support (SIAS) Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools |
| title | Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools |
| title_full | Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools |
| title_fullStr | Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools |
| title_full_unstemmed | Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools |
| title_short | Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools |
| title_sort | teachers experiences of implementing the sias policy in selected gauteng east township primary schools |
| topic | UCTD Implementation Inclusive education SBST Screening, identification, assessment and support (SIAS) |
| url | http://hdl.handle.net/2263/102917 https://doi.org/10.25403/UPresearchdata.29366957 |