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Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school
Thesis (MEdPsych)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867613787530461184 |
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| access_status_str | Open Access |
| author | Melane, Judith |
| author2 | Jacobs, Carmelita |
| author_browse | Jacobs, Carmelita Melane, Judith |
| author_facet | Jacobs, Carmelita Melane, Judith |
| author_sort | Melane, Judith |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/126202 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:41:42.083Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/126202 Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school Melane, Judith Jacobs, Carmelita Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Apartheid -- South Africa Educational change -- South Africa High school teachers -- South Africa Inclusive education -- South Africa Mainstreaming in education -- South Africa Education and state -- South Africa Inclusive education -- Government policy -- South Africa Policy on screening, identification, assessment and support SIAS policy South Africa. Department of Basic Education UCTD Thesis (MEdPsych)--Stellenbosch University, 2022. ENGLISH ABSTRACT: During the apartheid era, in South Africa, children with disabilities and those who were perceived as different, were excluded from formal education as they were seen as not being able to fully participate with other learners in the classroom. After South Africa became a democracy, several legislation and policy documents that promoted the inclusion of all learners emerged. These policies were developed to create a platform where every child would be able to benefit in the education system. The policy on screening, identification, assessment, and support (SIAS) (2014) relates directly to the development and implementation of an Inclusive Education (IE) policy. The policy provides clear steps for the screening, identification, assessment, and support of learners with barriers to learning. Moreover, the SIAS policy provides strategies for teachers to implement inclusive systems in a collaborative working relationship with parents and learners. The aim of this research was to explore high school teacher’s understanding and implementation of the SIAS policy. To do this, the research made use of a qualitative research design that is embedded within the interpretive paradigm. The study is based was framed within the bio-ecological model of human development that views individuals in their contexts, considering various interactions between interconnected systems and how these systems influence one another. A purposive sampling strategy was used to select four teachers as research participants. Two methods of data collection were used, namely individual and focus group interviews. An inductive process using thematic content analysis was used. The key findings of the study showed that participants experienced many challenges in understanding the policy, due to a lack of training and support from all different systems in the education sector. The results further revealed that it is a shortage of resources and infrastructure that hinders the implementation of IE. Finally, even though all participants felt positive about IE they also feel that mainstream schools are not designed to accommodate the needs of diverse learners, hence the implementation is slow and partial. AFRIKAANSE OPSOMMING: Gedurende die apartheidsera in Suid-Afrika, is leerders met leergestremdhede en diegene wat anders as die norm vertoon, uitgesluit uit die formele onderrigsveld. Hulle is beskou as onbekwaam om deel uit te maak van klasdeelname met ander leerders. Met die aanvang van die demokratiese beleid in Suid Afrika, het verskeie wetgewende en beleidsdokumente toegang verleen tot inklusiewe onderrig aan leerders. Al die beleide is ontwikkel om ‘n verhoog te vorm waar elke kind sal voordeel in die onderrig sisteem. Bogenoemde het aan elke leerder 'n regmatige plek as individu in die onderwys gegee. Die Nasionale Strategie vir Sifting, Identifikasie, Assessering en Ondersteuning (SIAS) (Departement van Basiese Onderrig [DoBE), 2014) beleid verwys na die ontwikkeling en implemetering van inklusiewe opvoeding. Die beleid verleen duidelike raamwerke met berekking tot die toets, assessiring en ondersteuning aan leerders met leerhindernisse. Die SIAS beleid bied ook strategiee aan opvoeders om inklusiewe sisteme in ‘n medewerkende verhouding tussen ouers en leerders te bewerkstellig. Die doel van die navorsing was gemik om hoerskool onderwysers se begrip en implementering van die SIAS beleid te bepaal.Om dit te kan doen, het die navorsing gebruik gemaak van kwalitatiewe navorsingstegnieke is toegepas om bogenoemde te bereik om sodoende ‘n verstaanbare model te bereik. Die studie is gebaseer op Bronfenbrenner’s se bioekologiese model van menslike ontwikkeling wat teen doel stel om 'n oorsig van individue in hul onderskeie verbande te gee. Sodoende kan verskeie interaksies tussen die geintegreerde stelsels plaasvind. Daar is besluit op ‘n doelgerigte proeflopie as strategie, deur vier onderwysers as deelnemers in navorsing te gebruik. Daar is gebruik gemaak van twee data opname metodes in die sin van individuele en groepsonderhoude ‘n analise van tematiese inhoud het plaasgevind. Die bevindings van die studie het getoon dat die betrokke deelnemers nog steeds uitdagings ten opsigte van die beleid in die gesig staar as gevolg van ‘n tekort aan opleiding en ondersteuning in die verskillende opvoedingsektore. Die verslag het verder bevind dat daar ‘n terkort aan hulpmiddels en infra-struktuur is wat die implementering van inklusiewe opvoeding kniehalter. Laastens is daar tot die slotsom gekom dat alhoewel alle deelnemers ‘n positiewe houding teen oor inklusiewe opvoeding openbaar het, hul steeds voel dat daar geen ruimte in hoofstroomskole bestaan om behoeftige en diverse leerders te akkomodeer nie dus is implementering 'n stadige en gedeeltelike proses. Masters 2022-11-24T11:57:19Z 2023-01-16T12:55:23Z 2022-11-24T11:57:19Z 2023-01-16T12:55:23Z 2022-12 Thesis http://hdl.handle.net/10019.1/126202 en_ZA Stellenbosch University 111 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Apartheid -- South Africa Educational change -- South Africa High school teachers -- South Africa Inclusive education -- South Africa Mainstreaming in education -- South Africa Education and state -- South Africa Inclusive education -- Government policy -- South Africa Policy on screening, identification, assessment and support SIAS policy South Africa. Department of Basic Education UCTD Melane, Judith Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school |
| title | Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school |
| title_full | Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school |
| title_fullStr | Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school |
| title_full_unstemmed | Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school |
| title_short | Exploring high school teachers understanding and implementation of the SIAS policy in a mainstream school |
| title_sort | exploring high school teachers understanding and implementation of the sias policy in a mainstream school |
| topic | Apartheid -- South Africa Educational change -- South Africa High school teachers -- South Africa Inclusive education -- South Africa Mainstreaming in education -- South Africa Education and state -- South Africa Inclusive education -- Government policy -- South Africa Policy on screening, identification, assessment and support SIAS policy South Africa. Department of Basic Education UCTD |
| url | http://hdl.handle.net/10019.1/126202 |
| work_keys_str_mv | AT melanejudith exploringhighschoolteachersunderstandingandimplementationofthesiaspolicyinamainstreamschool |