Experiences and perceptions of primary school teachers regarding implementing Inclusive Education in terms of SIAS policy in primary schools in Daveyton, Ekurhuleni

Abstract

Since the end of apartheid, South Africa has structured its education system to promote inclusive education. The Education White Paper 6 (EWP6) sets out this vision, aiming to remove barriers to learning and ensure that every learner is included. To support this, the National Strategy for Screening, Identification, Assessment, and Support (SIAS) developed by the Department of Education, enhances access to quality education, particularly for learners likely to be marginalized or excluded. The SIAS’s main purpose is to identify, assess, and provide programmes for all learners who require additional support to enhance their participation and inclusion in school. Furthermore, the SIAS policy aimed to ensure that every learner has fair and equal access to mainstream education, regardless of their learning differences and challenges. This must be a requirement for teachers to ensure that the needs of all learners are met. This research aimed to explore the experiences and perceptions of primary school teachers' perceptions of the SIAS policy using a qualitative research approach. Bronfenbrenner’s ecological systems theory was the theoretical framework underpinning the research. A non-probability, purposive sampling was used to select 10 primary school teachers at two primary schools. A single case study was employed because the case focused on the said phenomenon. Personal, semi-structured interviews were used as a method of data collection. The method of data analysis used was thematic analysis. The key findings of this study reflect that most teachers find it challenging to implement the SIAS policy. Some teachers question whether Inclusive Education is workable in some cases for poor cognitive development. It is recommended that teachers receive regular training in SIAS policy and managing challenges in this regard.