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The implementation of the SIAS policy document: educational psychologists’ perspectives on practice
Thesis (MEd)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613956330225664 |
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| access_status_str | Open Access |
| author | Fodo, Sihle |
| author2 | Dreyer, Lorna |
| author_browse | Dreyer, Lorna Fodo, Sihle |
| author_facet | Dreyer, Lorna Fodo, Sihle |
| author_sort | Fodo, Sihle |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128798 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:44:22.712Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128798 The implementation of the SIAS policy document: educational psychologists’ perspectives on practice Fodo, Sihle Dreyer, Lorna Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Educational psychologists Educational assistance Policy on screening, identification, assessment and support SIAS policy Inclusive education School support teams Special education Learning disabilities UCTD Thesis (MEd)--Stellenbosch University, 2023. ENGLISH ABSTRACT: The democratic South African government reformed the education system with the aim of providing quality educational opportunities for all and to bring the education system in line international standards (Du Plessis, 2013; Engelbrecht, 2004; Swart & Eloff, 2018). This aim has been articulated in key policies such as Education White Paper 6 (EWP6) and in this policy clearly states that barriers to learning need to be removed and support provided to enable all learners to develop to their full potential (Department of Education, 2001; Engelbrecht & Hay, 2018). One of the key strategies to reduce barriers to learning according to EWP6 is to strengthen the education support for learners, teachers, schools, and education system (Department of Education, 2001; Daniel, 2010; Dalton, Mckenzie & Kahonde, 2012). This could be achieved through the establishment of support structures, such as the District Based Support Team (DBST) and School Based Support Team (SBST) (Nel & Grosser, 2016; Green & Moodley, 2018). The effective functioning of both the SBST and DBST requires transdisciplinary collaboration and the Department of Basic Education has adopted the National Strategy for Screening, Identification, Assessment and Support (SIAS) as a tool to implement EWP6 (Department of Education, 2001). Through a qualitative single case study of two education district offices in the Western Cape the study explored educational psychologists’ perspectives regarding their practices in the implementation of the SIAS policy. The study is based on Bronfenbrenner’s bio-ecological model and Vygotsky’s social constructive theory as frameworks. These theories view individuals in their context, taking into account various interactions with other people and how these interactions influence the participants’ lives. A purposive sampling strategy was used to select six educational psychologists as research participants. Three methods of data collection were used, namely questionnaires, semi-structured interviews and focus group discussions. The key findings of this study revealed important aspects of the SIAS policy implementation and shows, 8 years after this policy was gazetted, numerous challenges that the educational psychologists experience in implementing this policy. All participants believed that intensive capacitating workshops should be followed by structured ongoing follow-up support to help in addressing the many challenges. Geen opsomming beskikbaar nie. Masters 2023-11-23T10:20:14Z 2024-01-08T11:33:26Z 2023-11-23T10:20:14Z 2024-01-08T11:33:26Z 2023-12 Thesis https://scholar.sun.ac.za/handle/10019.1/128798 en Stellenbosch University x, 104 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational psychologists Educational assistance Policy on screening, identification, assessment and support SIAS policy Inclusive education School support teams Special education Learning disabilities UCTD Fodo, Sihle The implementation of the SIAS policy document: educational psychologists’ perspectives on practice |
| title | The implementation of the SIAS policy document: educational psychologists’ perspectives on practice
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| title_full | The implementation of the SIAS policy document: educational psychologists’ perspectives on practice
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| title_fullStr | The implementation of the SIAS policy document: educational psychologists’ perspectives on practice
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| title_full_unstemmed | The implementation of the SIAS policy document: educational psychologists’ perspectives on practice
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| title_short | The implementation of the SIAS policy document: educational psychologists’ perspectives on practice
|
| title_sort | implementation of the sias policy document educational psychologists perspectives on practice |
| topic | Educational psychologists Educational assistance Policy on screening, identification, assessment and support SIAS policy Inclusive education School support teams Special education Learning disabilities UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/128798 |
| work_keys_str_mv | AT fodosihle theimplementationofthesiaspolicydocumenteducationalpsychologistsperspectivesonpractice AT fodosihle implementationofthesiaspolicydocumenteducationalpsychologistsperspectivesonpractice |