Teachers’ experience in identifying learners with barriers to learning in the early childhood and foundation phase

Abstract

The increasing diversity of children in Early Childhood and Foundation Phase has made it clear that all teachers need to recognise and assist learners with special educational needs. There are more young children entering Early Childhood Development classes with a variety of needs that call for responsive inclusive practice. Since 2014, the Department of Basic Education has implemented the SIAS policy (Screening, Identification, Assessment and Support). The goal of the policy was to establish a framework for standardizing the process for identifying, evaluating, and supporting all learners who need extra help.