Authors :
Mokwena Morelle
Volume/Issue :
Volume 8 - 2023, Issue 9 - September
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/mwr3m3vd
DOI :
https://doi.org/10.5281/zenodo.8402915
Abstract :
The purpose of this manuscript is to outline
the collaborative engagement between stakeholders in
enhancing successful identification of LSEN.This article
reports on a study that focused on the collaboration and
engagement of different stakeholders in identifying
learners with learning barriers. The purpose of the study
was to explore stakeholder’s engagement in identifying
learners with learning barriers with the intention of
positive intervention provision. The second purpose is to
enhance the implementation of (SIAS) policy in
identifying learners with learning barriers.
The set objectives for the study was to explore
collaborative engagement between stakeholders in
enhancing successful implementation of (SIAS) in
identifying learners with learning barriers. A qualitative
research approach was followed, underpinned by
interpretive method as a paradigm. Participants were
purposefully selected. Data were collected through semi-
structured interviews. The participants included were
from three inclusive schools.
Keywords :
Collaboration, Inclusive Education, Disability, Inclusion, Special Education Needs.
The purpose of this manuscript is to outline
the collaborative engagement between stakeholders in
enhancing successful identification of LSEN.This article
reports on a study that focused on the collaboration and
engagement of different stakeholders in identifying
learners with learning barriers. The purpose of the study
was to explore stakeholder’s engagement in identifying
learners with learning barriers with the intention of
positive intervention provision. The second purpose is to
enhance the implementation of (SIAS) policy in
identifying learners with learning barriers.
The set objectives for the study was to explore
collaborative engagement between stakeholders in
enhancing successful implementation of (SIAS) in
identifying learners with learning barriers. A qualitative
research approach was followed, underpinned by
interpretive method as a paradigm. Participants were
purposefully selected. Data were collected through semi-
structured interviews. The participants included were
from three inclusive schools.
Keywords :
Collaboration, Inclusive Education, Disability, Inclusion, Special Education Needs.
