Development of a school-based framework to support SIAS toolkit for learners with physical disabilities in Limpopo Province

Abstract

Background and aims: The Department of Basic Education (DBE) launched a policy to provide standardised procedures for Screening, Identifying, Assessing and Supporting (SIAS) learners experiencing barriers to learning. This policy is another strategy to give access to quality education that accommodates the needs of learners, including those living with various disabilities, in schools. Furthermore, it advocates for adopting the social model of disability and promotes interprofessional collaboration. Providing adequate and relevant support can retain learners with learning barriers and reduce dropout. Its implementation is met with significant barriers at the level of the child’s environment at school (microsystem) and the relationship between educators and caregivers (mesosystems). The shortage of physiotherapists is a challenge both nationally and internationally. The composition of support structures at school level lacks physiotherapists, and more so in Limpopo Province. The aim of the study was to develop a school-based framework for the three special schools to support a toolkit for learners with physical disabilities in Limpopo Province. To achieve this aim, the researcher explored the implementation, challenges and solutions related to the SIAS toolkit and evaluated support programmes developed for learners with physical disabilities. Methodology: A parallel convergent mixed-method research design, underpinned by a dialectical pluralism approach, was employed in conducting this study. Both the qualitative and quantitative studies carried equal weight. Thus, data collection and analysis occurred concurrently. There were three main studies. Study 1 was qualitative in nature and comprised semi-structured interviews with caregivers of Grade 7 learners, focus group discussions with physiotherapists, Grade R educators and School-Based Support Teams, and a document analysis of the SIAS toolkits for the Grade R learners. Study 2 was quantitative and carried out through an online and paper survey with educators. Study 3 was the point of convergence to produce one data set through a joint display analysis. Study 3 led to the development of the school-based framework. Research outputs: There was triangulation of data. Nine themes emerged pertaining to the challenges with implementation namely; human resource management, training, implementation of SIAS and other policies, support structures, support to learners, caregiver participation, knowledge of roles of therapists, collaboration and assistive devices whereas five themes emerged with regards to the solutions namely; human resource management, training, special school curriculum, functionality of School-Based Support Team and collaboration. The survey showed that not all SIAS toolkits were being used. The findings from the meta synthesis pointed out that educators were limited in the ability to identify and support learners with barriers due to lack of knowledge with the SIAS policy toolkits. Thus, these findings led to the development of the school-based framework which adopted the knowledge process management model. The model illustrated identifying, creating, gaining, sharing, applying, evaluating and preserving knowledge pertaining to the SIAS policy and toolkits. Contributions to the body of knowledge were disseminated at the 23rd AMCOA annual congress on the 4th of October 2022, titled: Self-study: a strategy applied by physiotherapists to gain knowledge on the SIAS policy in LIMPOPO province. Impact of the research: This study was envisaged to, firstly, promote the practice of screening learners, identifying learners with barriers to learning, using relevant stakeholders to assess the nature of barriers and providing individualised support to learners at school; and secondly, to point out the need for interprofessional collaboration for effective implementation of the SIAS policy through its toolkits. Thus, the school-based framework is developed to assist special schools with the use of SIAS toolkits and foster interprofessional collaboration through knowledge sharing. This developed framework should be evaluated for its impact and outcome in Limpopo Province. The effect of dialectical pluralism in this study will undoubtedly provide SIAS policy reviewers with a valuable point of reference. Keywords: SIAS policy, implementation, inclusive education, therapists, identification of barriers, educators, SBST, training, physical disabilities, caregivers.