IEG2601 Assignment 2
Memo (COMPLETE
ANSWERS) Due 17 June
2025
For assistance contact
Email:
, QUESTION 1: (35)
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)
The Screening, Identification, Assessment, and Support (SIAS) policy in South Africa aims to
ensure that learners with support needs receive appropriate assistance. The four stages are:
Stage 1: Screening (Initial Screening and Identification of Learner Support Needs)
Description: This is the initial phase where teachers, parents, or other professionals identify
learners who might be experiencing barriers to learning. It's a broad sweep to identify any
potential concerns, not a formal diagnosis.
Role of the Teacher: The teacher is at the forefront of this stage. They are responsible for:
Observing learners: Regularly observing learners in the classroom, during playtime, and
interacting with peers to notice any difficulties in learning, social interaction, emotional
regulation, or physical development.
Gathering baseline information: Collecting information about the learner's academic progress,
attendance, behavior, and participation in class activities.
Implementing Universal Design for Learning (UDL) principles: Ensuring that teaching methods
and materials are accessible to all learners before presuming a support need.
Recording initial concerns: Documenting any observed difficulties or changes in a learner's
performance or behavior.
Communicating with parents: Initiating conversations with parents about their observations and
concerns, and gathering information from them about the child's development and home
environment.
Stage 2: Identification and Assessment of Support Needs
Description: If concerns persist after initial screening and classroom-based interventions, this
stage involves a more focused and systematic process to identify the specific nature of the
support needed. This is often done by the School-Based Support Team (SBST).
Role of the Teacher: The teacher plays a crucial role in providing detailed information and
collaborating with the SBST:
Providing comprehensive data: Presenting all collected information about the learner's strengths
and challenges, including anecdotal records, samples of work, assessment results, and
observations.
Implementing differentiated strategies: Continuing to try various teaching approaches and
adaptations in the classroom and documenting their effectiveness (or lack thereof).
Collaborating with the SBST: Participating in discussions with the SBST to share insights,
discuss possible barriers, and contribute to the development of a Learner Support Plan (LSP).
Participating in formal assessments: If required, assisting in or providing information for formal
assessments conducted by specialists (e.g., educational psychologists, speech therapists).
Stage 3: Provision of Support
Memo (COMPLETE
ANSWERS) Due 17 June
2025
For assistance contact
Email:
, QUESTION 1: (35)
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)
The Screening, Identification, Assessment, and Support (SIAS) policy in South Africa aims to
ensure that learners with support needs receive appropriate assistance. The four stages are:
Stage 1: Screening (Initial Screening and Identification of Learner Support Needs)
Description: This is the initial phase where teachers, parents, or other professionals identify
learners who might be experiencing barriers to learning. It's a broad sweep to identify any
potential concerns, not a formal diagnosis.
Role of the Teacher: The teacher is at the forefront of this stage. They are responsible for:
Observing learners: Regularly observing learners in the classroom, during playtime, and
interacting with peers to notice any difficulties in learning, social interaction, emotional
regulation, or physical development.
Gathering baseline information: Collecting information about the learner's academic progress,
attendance, behavior, and participation in class activities.
Implementing Universal Design for Learning (UDL) principles: Ensuring that teaching methods
and materials are accessible to all learners before presuming a support need.
Recording initial concerns: Documenting any observed difficulties or changes in a learner's
performance or behavior.
Communicating with parents: Initiating conversations with parents about their observations and
concerns, and gathering information from them about the child's development and home
environment.
Stage 2: Identification and Assessment of Support Needs
Description: If concerns persist after initial screening and classroom-based interventions, this
stage involves a more focused and systematic process to identify the specific nature of the
support needed. This is often done by the School-Based Support Team (SBST).
Role of the Teacher: The teacher plays a crucial role in providing detailed information and
collaborating with the SBST:
Providing comprehensive data: Presenting all collected information about the learner's strengths
and challenges, including anecdotal records, samples of work, assessment results, and
observations.
Implementing differentiated strategies: Continuing to try various teaching approaches and
adaptations in the classroom and documenting their effectiveness (or lack thereof).
Collaborating with the SBST: Participating in discussions with the SBST to share insights,
discuss possible barriers, and contribute to the development of a Learner Support Plan (LSP).
Participating in formal assessments: If required, assisting in or providing information for formal
assessments conducted by specialists (e.g., educational psychologists, speech therapists).
Stage 3: Provision of Support
