Inclusive Education in Practice: From White Paper 6 to Screening, Identification, Assessment and Support (SIAS)

Rationale

This course matters because South Africa's Education White Paper 6 and the SIAS Policy (2014) mandate that all teachers identify and support learners experiencing barriers to learning through a structured process of screening, assessment, and intervention. The course directly addresses documented implementation gaps, such as teachers not using learner profiles and screening tools effectively, by providing practical training on completing SNA 1, SNA 2, and SNA 3 forms, coordinating with SBST and DBST, and documenting defensible evidence. It also links inclusive education practice to the Quality Management System (QMS) as per ELRC Collective Agreement 2 of 2020 and the Continuing Professional Teacher Development (CPTD) system managed by SACE, which requires 150 points per three-year cycle. By mastering the SIAS pathway, educators can meet professional standards, improve learner outcomes, and build a school-wide culture of inclusion.

Part I: Foundations (Lessons 1-4)

Lesson 1. The South African Inclusive Education Landscape: From White Paper 6 to SIAS

Participants explore the historical and policy context of inclusive education in South Africa, from Education White Paper 6 to the SIAS Policy. They learn to explain the SIAS duty and support pathway, complete learner-support documentation, apply classroom-level differentiation, coordinate with SBST, DBST and parents, and produce defensible inclusion evidence.

Lesson 2. The SIAS Process End to End: Screening, Identification, Assessment, and Support

Participants examine the complete SIAS process from initial screening through identification, assessment, and support. They practice completing relevant documentation, applying classroom-level differentiation before escalation, and coordinating with SBST, DBST and parents to produce defensible evidence.

Lesson 3. The Learner Profile: Completing and Maintaining It Correctly

Participants learn to complete and maintain the Learner Profile, a foundational SIAS document that records a learner's background, strengths, barriers, and support history. They practice accurate documentation, apply differentiation strategies, and coordinate with support teams to ensure procedural compliance.

Lesson 4. Support Needs Assessment Forms: SNA 1, SNA 2, and SNA 3

Participants study the sequential SIAS forms: SNA 1 for teacher-level screening, SNA 2 for SBST intervention, and SNA 3 for DBST specialist assessment. They practice completing each form accurately to create defensible evidence of procedural compliance with White Paper 6 and the DBE inclusive education programme.

Part II: Core Practice (Lessons 5-10)

Lesson 5. The Teacher's Role at SNA 1: Classroom Observation, Differentiation, and First-Line Support

Participants focus on the teacher's responsibility at SNA 1: conducting focused classroom observations, implementing differentiated instruction, and documenting first-line support. They learn to coordinate with SBST and DBST only when classroom-level interventions prove insufficient, maintaining a clear evidence record for QMS and CPTD.

Lesson 6. The School-Based Support Team: Composition, Referral Pathways, and Case Management

Participants explore the composition and function of the School-Based Support Team (SBST), including referral pathways and case management. They practice completing SNA forms, coordinating with DBST and parents, and producing defensible evidence aligned with QMS and CPTD requirements.

Lesson 7. Working with the District-Based Support Team and Full-Service Schools

Participants learn to collaborate with the District-Based Support Team (DBST) and full-service schools within the SIAS framework. They practice completing SNA 3 forms, coordinating referrals, and applying classroom-level differentiation before escalation to ensure inclusive practice.

Lesson 8. Curriculum Differentiation under CAPS: Adapting Content, Methods, and Pace Lawfully

Participants examine how to lawfully adapt content, methods, and pace under CAPS within the SIAS framework. They learn to connect official policy to classroom decisions, document differentiation, and produce credible evidence that satisfies professional standards and QMS and CPTD expectations.

Lesson 9. Accommodations and Concessions in Assessment: Policy and Practice

Participants study the policy and practice of providing accommodations and concessions in assessment under the SIAS framework. They practice completing relevant documentation, coordinating with SBST, DBST and parents, and producing defensible evidence for inclusive assessment.

Lesson 10. Common Barriers in Mainstream Classrooms: Practical Strategies for High-Frequency Needs

Participants identify common barriers to learning in mainstream classrooms and develop practical strategies for high-frequency needs. They practice applying classroom-level differentiation, completing SNA forms, and coordinating with SBST and DBST to address barriers effectively.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Record-Keeping, Parental Consent, and Confidentiality in the SIAS Paper Trail

Participants focus on the professional obligations of record-keeping, obtaining parental consent, and maintaining confidentiality in the SIAS process. They practice completing documentation accurately and ethically, addressing implementation gaps documented in peer-reviewed studies.

Lesson 12. The SIAS Process and the QMS Appraisal System: Linking Support to Performance

Participants learn to link the SIAS process to the Quality Management System (QMS) appraisal system as per ELRC Collective Agreement 2 of 2020. They practice completing documentation that demonstrates inclusive practice for performance appraisal and professional development portfolios.

Lesson 13. The SIAS Process and the CPTD System: Earning Points through Inclusive Education Practice

Participants explore how inclusive education practice under the SIAS framework can earn Continuing Professional Teacher Development (CPTD) points managed by SACE. They learn to document their SIAS activities to meet the 150-point requirement per three-year cycle.

Lesson 14. Building a School-Wide SIAS Culture: Leadership, Collaboration, and Sustainability

Participants examine strategies for building a school-wide SIAS culture through leadership, collaboration, and sustainability. They practice coordinating with SBST, DBST and parents, and producing defensible evidence to embed inclusive practice across the school.

Lesson 15. Applied Artefact: Completing One SNA 1 Cycle for a Real Learner

Participants apply their learning by completing one full SNA 1 cycle for a real learner, including classroom observation, differentiation, and documentation. They practice coordinating with SBST, DBST and parents, and produce a defensible evidence portfolio aligned with QMS and CPTD requirements.

This syllabus was designed from primary-source research of South Africa's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.