Navigating SIAS: Understanding the Four Stages and the Teacher’s Role in Supporting Learners

Certainly! The Screening, Identification, Assessment and Support (SIAS) policy provides a framework for South African schools to identify, assess, and support learners who have additional support needs. The SIAS process is a systematic way to ensure that all learners can access the curriculum effectively and receive the necessary support. Below are the four main stages of the SIAS process and the teacher's role at each stage: --- **1. Screening** **Explanation:** Screening is the initial stage where the class teacher observes learners in the classroom setting to identify possible learning, behavioral, emotional, or physical barriers that may be impacting their learning. This process is often informal and based on daily interactions and observations. **Role of the Teacher:** - Constantly observe and monitor all learners’ participation and progress. - Identify learners who may be struggling academically, socially, emotionally, or physically. - Document observations and concerns using the SIAS forms (such as the SNA 1 form). - Communicate with learners and gather information from parents/caregivers where necessary. - Try basic classroom-level interventions or modifications to support struggling learners and document the outcomes. --- **2. Identification** **Explanation:** Once a learner has been highlighted through screening, the identification stage involves gathering more comprehensive information about the learner’s needs using various tools and strategies. This helps determine the nature and extent of the learning difficulties or barriers. **Role of the Teacher:** - Collect detailed information about the learner’s performance across different contexts (classroom, playground, etc.). - Use teacher-made assessments, standardised tests, observation checklists, and interviews with the learner and parents. - Collaborate with other teachers, support staff, and the School-Based Support Team (SBST) for additional insight. - Identify whether the challenges are temporary, long-term, or external to the classroom. --- **3. Assessment** **Explanation:** Assessment involves a deeper investigation into the learning barriers experienced by the learner. It is a more formal process that may involve multidisciplinary assessment by education support professionals (e.g., psychologists, therapists) if necessary. **Role of the Teacher:** - Refer the learner to the School-Based Support Team (SBST) for further assessment if required. - Provide documented evidence of interventions and their outcomes using SIAS forms. - Participate in case discussions and provide input regarding the learner’s classroom behavior, areas of strength, and specific challenges. - Support the assessment process by ensuring all required documentation and data are provided to the relevant professionals/SBST. --- **4. Support** **Explanation:** Based on the assessment findings, appropriate support strategies and interventions are designed and implemented to help the learner overcome barriers to learning. This may include classroom accommodations, curriculum differentiation, and referral to outside support services. **Role of the Teacher:** - Implement recommended support strategies, such as differentiated instruction, assistive devices, or behavioral interventions. - Adjust teaching methods and materials to accommodate the learner’s needs. - Monitor and record the learner’s response to support interventions over time. - Work with the SBST, parents, and other professionals to review and adapt the support plan as necessary. --- **Summary Table:** | Stage | Explanation | Teacher's Role | |---------------|-------------|------------------------------------------------------| | 1. Screening | Initial observation of learners for barriers to learning | Monitor all learners; identify and document concerns; communicate with parents; try simple interventions. | | 2. Identification | Gathering detailed information about the learner’s needs | Collect data; assess; consult with colleagues/parents; determine nature of challenges. | | 3. Assessment | Formal process, may involve experts/teams | Refer to SBST; supply documentation; participate in assessments; support process. | | 4. Support | Implementing interventions and adaptations | Apply support strategies; adapt curriculum/teaching; monitor progress; collaborate with stakeholders. | In summary, the SIAS process is a collaborative, ongoing approach that places the teacher at the center of early detection and intervention, with close cooperation with the school’s support structures and parents. The goal is ultimately to ensure all learners have equitable access to quality education and support.