Authors : Mokwena Morelle

Volume/Issue : Volume 8 - 2023, Issue 8 - August

Google Scholar : https://bit.ly/3TmGbDi

Scribd : https://tinyurl.com/2kk2eda4

DOI : https://doi.org/10.5281/zenodo.8355104

Abstract : This study intends to explore the educator’s challenge and experience in screening learners with learning barriers in Grade R classrooms. The proposed title intends to close the disparity experienced in the past regime where learners with learning barriers were ignored or not supported at all so that they maximally achieve similar to those who are said to be normal. The study will reveal the challenges that teachers teaching grade R learners in implementing (Screening, identification, assessment, support) SIAS policy. This study also intends to allude the challenges and educators experience thus will lead to successful implementation of support to learner with learning barriers in Grade R classroom. This study adopted phenomenological system where qualitative approach was employed. Semi-structured interviews were administered for data collection to two farm schools where two (one from each school) SBST coordinators were selected, three educators were selected (three from each school, two departmental heads were also selected. The results will be collected and presented against the central themes that will emerge inter alia educators negativity towards learner with learning disabilities, lack of parental involvement, lack of resources and support to learners with learning disabilities and negative perception towards curriculum adaptation to learners with learning disabilities.

Keywords : Screening, Identification, Assessment, and Support. (SIAS), ECD (Early Childhood development), White paper 5 on early childhood Education (2001), white paper 6 on inclusive education and SBST (School Based Support t Team).