Physiotherapists’ challenges with implementing the policy to screen, identify, assess, and support learners with physical disabilities

Abstract

BACKGROUND: Challenges persist in implementing the policy to Screen, Identify, Assess, and Support (SIAS) individuals with physical disabilities, particularly in rural provinces of South Africa. The challenges are compounded by the existing imbalance in the distribution of physiotherapists where the majority work in the health sector. However, physiotherapists are well-equipped to assess functional limitations and adapt school environments to support inclusive learning and participation. OBJECTIVES: The study explored the challenges physiotherapists experienced in implementing the policy to SIAS learners with physical disabilities. METHOD: Seven physiotherapists employed by the provincial Department of Education participated in a qualitative, single exploratory case study utilising virtual focus group discussions. Data were analysed with a six-step approach to inductive thematic data analysis on ATLAS.ti version 19 software. RESULTS: Two overarching themes with sub-themes emerged: (1) Poor knowledge of the SIAS policy as a result of lack of in-service training and fear of transfers through the Rationalisation and Redeployment policy; and (2) lack of interprofessional collaboration because of unclear roles and responsibilities, and absence of support structures with regard to the School-Based Support Teams, Circuit-Based Support Teams, and District-Based Support Teams. CONCLUSION: Ongoing in-service training, defining roles and responsibilities of physiotherapists and improving the functioning of support structures are essential for effective policy implementation. CONTRIBUTION: The study bridges the gap in research on the participation of physiotherapists within the SIAS policy framework. Participation of physiotherapists would optimise support for learners and improve educational outcomes.