SIAS Policy Summary

SIAS Policy Purpose

The SIAS (Screening, Identification, Assessment and Support) policy aims to ensure effective inclusion and participation of all learners by providing a systemic response to identifying barriers to learning and support needs. It standardizes procedures for screening, identifying barriers, support assessment, and support provision and monitoring.

Key Principles

  • Quality basic education should be accessible within the learner's local community.
  • Support should involve school staff and parents/caregivers.
  • A holistic approach should consider the learner's home circumstances, socio-economic status, and life experiences.
  • Support programs should facilitate learning to ensure all learners succeed.

Standardized Procedures by DBE

The Department of Basic Education (DBE) has developed procedures to:

  • Assess the level and extent of support required in schools and classrooms.
  • Identify individual learner needs related to home and school contexts.
  • Provide access to support at individual levels.

Effective support addresses both the school context and individual learner needs, involving various stakeholders such as teachers, parents, and support teams.

The SIAS Process

The SIAS process ensures:

  • Every learner accesses the education system.
  • Support is prioritized over out-placement.
  • Schools provide and access additional support.
  • Parents/caregivers and learners are involved in decision-making.

Explanation of the SIAS Process Diagram

  1. Initial Screening: Teachers screen children upon admission and at the beginning of each phase, recording findings in the Learner Profile (LP).
  2. Vulnerability Identification: When a learner is identified as vulnerable, the teacher acts as a case manager, involving parents/caregivers in the SIAS process.
  3. Support Needs Assessment (SNA1): The teacher completes the SNA1 form with the parent/caregiver, identifying concerns, strengths, needs, and formulating an action plan with a review date.
  4. SBST Involvement: If the teacher's support is ineffective, the School-Based Support Team (SBST) is involved. Vulnerable learners are immediately referred to Block C for early identification.
  5. SNA2 Form: The SBST reviews the teacher's identification of barriers and interventions, formulates a support plan, and sets a review date. If needed, the District-Based Support Team (DBST) is consulted.
  6. Accessing Additional Support: Support must be applied for through the SBST.
  7. DBST Intervention (SNA3 Form): The DBST reviews the action plans, rates the level of support needed, and determines how to provide support, including planning, budgeting, resource allocation, training, and monitoring.

Most learners follow a cycle of support throughout their school lives (A, B, F, H). The process is ongoing, with support needs evolving over time.

Role-Players in Individual Support Planning

1. The Teacher's Role

  • Inclusive teaching to engage all learners, addressing individual difficulties.
  • Understand learners' home circumstances.
  • Meet with caregivers and discuss interests.
  • Observe behavior, relationships, and performance.
  • Constantly monitor and assess progress, recording strengths, concerns, and needs.
  • Create an Individual Support Plan (ISP) using the SNA2 form.
  • Coordinate the support process, involving SBST for additional help, and documenting interventions and progress in SNA forms.

2. Role of the School-Based Support Team (SBST)

  • Provides the DBST with evidence of support provided to the learner at school level.
  • Informs parents about decisions taken to support the learner.
  • Determines kind of support needed by the SBST, strengths of the SBST and explores ways in which additional support can be obtained.
  • Assists the SBST to recognise further community-based support and facilitate collaboration.

3. Role of Parents/Caregivers

  • Take responsibility for their child's support.
  • Be empowered with information on how to develop their child's potential.
  • Have access to information on the kinds of support needed by their child, and know their rights.
  • Ensure access to early intervention programs.
  • Complete relevant sections of the Support Needs Assessment.
  • Documents to be included in the application of the child can consist of any appropriate reports such as social or medical records, the Health and Disability Assessment Form, or reports from early Intervention support providers.
  • Play a meaningful role in a partnership with the teacher and ensure the support outlined in the Individual Support Plan Is successfully Implemented.
  • Parent/caregiver participation in the SIAS process is compulsory