[TYPE THE COMPANY NAME]
IEG2601
Assignment 2 |
Due 17 June
2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,Exam (elaborations)
IEG2601 Assignment 2 Memo | Due 17 June
2025
Course
Inclusive education For Grade R (IEG2601)
Institution
University Of South Africa (Unisa)
IEG2601 Assignment 2 Memo | Due 17 June 2025. All questions fully
answered.
QUESTION 1: (35) The Screening, Identification, Assessment and Support
(SIAS) policy is structured in such a way that it ensures that teachers and
schools understand the support needs of all learners to enhance the delivery
of the National Curriculum and Assessment Policy Statement (Department of
Basic Education, 2011). 1.1 Discuss the FOUR (4) stages of the SIAS process
and explain the role of the teacher at each stage of implementation. [4x4]
(16)
Question 1.1, covering the FOUR stages of the SIAS process and the role of the teacher at
each stage:
1. Stage 1: Screening
Purpose:
This is the initial stage, where the teacher observes the learner to identify early signs of learning,
developmental, or behavioral difficulties that may affect their performance.
Role of the Teacher:
Observe and document the learner’s behavior, academic performance, participation, and
interaction in various contexts.
Use tools such as the Learner Profile and Individual Support Plan (ISP) to record
concerns.
Engage with the learner’s parents or guardians to gain additional insights.
Start low-intensity support strategies within the classroom to address emerging needs.
,2. Stage 2: Identification
Purpose:
This stage focuses on identifying barriers to learning and determining whether the support given
during screening was effective or if more intervention is needed.
Role of the Teacher:
Continue monitoring the learner’s progress and document the effectiveness of the support
strategies already in place.
Collaborate with other professionals (e.g., Learning Support Educator or School-Based
Support Team – SBST).
Refer the learner to the SBST if additional or more specialized support is required.
Maintain communication with parents to ensure they are involved in the process.
3. Stage 3: Assessment
Purpose:
At this stage, the SBST conducts a formal assessment to determine the nature and level of the
learner’s support needs.
Role of the Teacher:
Provide detailed records and evidence of the learner’s needs and progress to the SBST.
Assist with collecting information required for the Support Needs Assessment (SNA)
Form.
Participate in multi-disciplinary team meetings when necessary to provide input about
classroom-based interventions.
Continue implementing support strategies while the assessment is being conducted.
4. Stage 4: Support
Purpose:
This final stage involves the development and implementation of a comprehensive support
plan based on the assessment findings.
Role of the Teacher:
Implement the Individual Support Plan (ISP) as developed by the SBST and support
team.
Adjust teaching strategies, materials, and classroom environment to meet the
learner’s needs.
, Work collaboratively with parents, therapists, and other professionals to ensure
consistent support.
Monitor and review the learner’s progress and provide feedback to the SBST for any
necessary adjustments.
✅ Summary Table
SIAS Stage Purpose Teacher’s Role
Identify early signs of barriers Observe, document, involve parents, apply basic
1. Screening
to learning support strategies
2. Confirm ongoing barriers & Monitor progress, refer to SBST, collaborate with
Identification need for support parents
Determine type and level of Provide documentation, assist with SNA,
3. Assessment
support needed participate in planning meetings
Implement tailored Apply ISP, adapt teaching, collaborate with
4. Support
interventions support team, review progress
he Screening, Identification, Assessment, and Support (SIAS) policy in South Africa is designed
to ensure that all learners, especially those experiencing barriers to learning, receive appropriate
support to access quality education and thrive within the National Curriculum and Assessment
Policy Statement (CAPS). The process is structured into four main stages, with the teacher
playing a crucial role at each step.
Here are the four stages of the SIAS process and the role of the teacher:
1. Stage 1: Initial Screening and Identification
This is the foundational stage where the teacher plays the most direct and continuous role in
observing and gathering information about learners.
Role of the Teacher:
Ongoing Observation and Monitoring: The teacher continuously observes all learners
in the classroom, noting their academic progress, social-emotional development,
behavior, and any difficulties or strengths. This includes observing their engagement,
participation, and responses to various teaching strategies.
Recording Learner Profile: At admission and at the beginning of each phase, the
teacher is responsible for completing a learner profile (sometimes referred to as the
IEG2601
Assignment 2 |
Due 17 June
2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,Exam (elaborations)
IEG2601 Assignment 2 Memo | Due 17 June
2025
Course
Inclusive education For Grade R (IEG2601)
Institution
University Of South Africa (Unisa)
IEG2601 Assignment 2 Memo | Due 17 June 2025. All questions fully
answered.
QUESTION 1: (35) The Screening, Identification, Assessment and Support
(SIAS) policy is structured in such a way that it ensures that teachers and
schools understand the support needs of all learners to enhance the delivery
of the National Curriculum and Assessment Policy Statement (Department of
Basic Education, 2011). 1.1 Discuss the FOUR (4) stages of the SIAS process
and explain the role of the teacher at each stage of implementation. [4x4]
(16)
Question 1.1, covering the FOUR stages of the SIAS process and the role of the teacher at
each stage:
1. Stage 1: Screening
Purpose:
This is the initial stage, where the teacher observes the learner to identify early signs of learning,
developmental, or behavioral difficulties that may affect their performance.
Role of the Teacher:
Observe and document the learner’s behavior, academic performance, participation, and
interaction in various contexts.
Use tools such as the Learner Profile and Individual Support Plan (ISP) to record
concerns.
Engage with the learner’s parents or guardians to gain additional insights.
Start low-intensity support strategies within the classroom to address emerging needs.
,2. Stage 2: Identification
Purpose:
This stage focuses on identifying barriers to learning and determining whether the support given
during screening was effective or if more intervention is needed.
Role of the Teacher:
Continue monitoring the learner’s progress and document the effectiveness of the support
strategies already in place.
Collaborate with other professionals (e.g., Learning Support Educator or School-Based
Support Team – SBST).
Refer the learner to the SBST if additional or more specialized support is required.
Maintain communication with parents to ensure they are involved in the process.
3. Stage 3: Assessment
Purpose:
At this stage, the SBST conducts a formal assessment to determine the nature and level of the
learner’s support needs.
Role of the Teacher:
Provide detailed records and evidence of the learner’s needs and progress to the SBST.
Assist with collecting information required for the Support Needs Assessment (SNA)
Form.
Participate in multi-disciplinary team meetings when necessary to provide input about
classroom-based interventions.
Continue implementing support strategies while the assessment is being conducted.
4. Stage 4: Support
Purpose:
This final stage involves the development and implementation of a comprehensive support
plan based on the assessment findings.
Role of the Teacher:
Implement the Individual Support Plan (ISP) as developed by the SBST and support
team.
Adjust teaching strategies, materials, and classroom environment to meet the
learner’s needs.
, Work collaboratively with parents, therapists, and other professionals to ensure
consistent support.
Monitor and review the learner’s progress and provide feedback to the SBST for any
necessary adjustments.
✅ Summary Table
SIAS Stage Purpose Teacher’s Role
Identify early signs of barriers Observe, document, involve parents, apply basic
1. Screening
to learning support strategies
2. Confirm ongoing barriers & Monitor progress, refer to SBST, collaborate with
Identification need for support parents
Determine type and level of Provide documentation, assist with SNA,
3. Assessment
support needed participate in planning meetings
Implement tailored Apply ISP, adapt teaching, collaborate with
4. Support
interventions support team, review progress
he Screening, Identification, Assessment, and Support (SIAS) policy in South Africa is designed
to ensure that all learners, especially those experiencing barriers to learning, receive appropriate
support to access quality education and thrive within the National Curriculum and Assessment
Policy Statement (CAPS). The process is structured into four main stages, with the teacher
playing a crucial role at each step.
Here are the four stages of the SIAS process and the role of the teacher:
1. Stage 1: Initial Screening and Identification
This is the foundational stage where the teacher plays the most direct and continuous role in
observing and gathering information about learners.
Role of the Teacher:
Ongoing Observation and Monitoring: The teacher continuously observes all learners
in the classroom, noting their academic progress, social-emotional development,
behavior, and any difficulties or strengths. This includes observing their engagement,
participation, and responses to various teaching strategies.
Recording Learner Profile: At admission and at the beginning of each phase, the
teacher is responsible for completing a learner profile (sometimes referred to as the
