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).
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).