IEG2601
Assignment 2
(Detailed Answers)
Due 17 June 2025
, IEG2601 Assignment 2: Critical Engagement and Analysis
Due 17 June 2025
Question 1: The SIAS Policy
1.1 The Four Stages of the SIAS Process and the Teacher’s Role
The SIAS (Screening, Identification, Assessment, and Support) policy, established by
the Department of Basic Education (2011), provides a structured, cyclical framework to
identify and support learners with diverse needs within inclusive classrooms. Its four
stages—Screening, Identification, Assessment, and Support—are designed to facilitate
early detection and tailored intervention, fostering equitable access to education.
• Screening:
o Description: This initial, proactive phase involves systematic observation
of all learners to detect potential barriers to learning—whether cognitive,
behavioral, physical, or emotional. It aims to flag learners who may require
further support.
o Teacher’s Role: Teachers conduct ongoing informal and formal
observations during routine classroom activities, employing checklists and
screening tools aligned with SIAS guidelines. For example, during literacy
activities, a teacher notes if a learner struggles to recognize letters or
maintain attention (Department of Basic Education, 2011).
o Impact: Early detection prevents escalation of barriers, enabling timely,
targeted support.
• Identification:
o Description: This stage involves a more in-depth analysis of learners
flagged during the screening phase, focusing on specific areas of concern.
o Teacher’s Role: Teachers provide detailed observations and insights into
the learner’s academic and behavioral performance, assisting in
assessments by sharing observations and facilitating testing in supportive
Assignment 2
(Detailed Answers)
Due 17 June 2025
, IEG2601 Assignment 2: Critical Engagement and Analysis
Due 17 June 2025
Question 1: The SIAS Policy
1.1 The Four Stages of the SIAS Process and the Teacher’s Role
The SIAS (Screening, Identification, Assessment, and Support) policy, established by
the Department of Basic Education (2011), provides a structured, cyclical framework to
identify and support learners with diverse needs within inclusive classrooms. Its four
stages—Screening, Identification, Assessment, and Support—are designed to facilitate
early detection and tailored intervention, fostering equitable access to education.
• Screening:
o Description: This initial, proactive phase involves systematic observation
of all learners to detect potential barriers to learning—whether cognitive,
behavioral, physical, or emotional. It aims to flag learners who may require
further support.
o Teacher’s Role: Teachers conduct ongoing informal and formal
observations during routine classroom activities, employing checklists and
screening tools aligned with SIAS guidelines. For example, during literacy
activities, a teacher notes if a learner struggles to recognize letters or
maintain attention (Department of Basic Education, 2011).
o Impact: Early detection prevents escalation of barriers, enabling timely,
targeted support.
• Identification:
o Description: This stage involves a more in-depth analysis of learners
flagged during the screening phase, focusing on specific areas of concern.
o Teacher’s Role: Teachers provide detailed observations and insights into
the learner’s academic and behavioral performance, assisting in
assessments by sharing observations and facilitating testing in supportive
