Abstract
This study explored parents’ perceptions regarding parent–school collaboration in the
implementation of the Screening, Identification, Assessment, and Support (SIAS) policy
in a full-service school setting. The Department of Basic Education's SIAS policy aims to
provide appropriate support for learners experiencing learning difficulties through
collaborative stakeholder involvement. However, inconsistencies in execution have
hampered parents' knowledge and engagement with the strategy.
This study employed a qualitative approach aligning with phenomenological design and
interpretive paradigm. Ten parents of learners identified as experiencing barriers to
learning in the intermediate phase were purposefully sampled and interviewed. The
study's theoretical framework was guided by Albert Bandura’s Cognitive Theory,
particularly the concept of self-efficacy. Thematic analysis was used to analyse the data.
The findings of the study revealed that parents have limited knowledge and
understanding of the SIAS policy, inconsistent communication between teachers and
parents, uninformed about learners’ barriers identified and support strategies
implementation. Moreover, parents highlighted that communication regarding learners’
schoolwork would improve parent–school collaboration. The study concludes that the
appropriate implementation of the SIAS policy by teachers collaborating with the
School-Based Support Team committee and District-Based Support Team would lead to
effective parent–school collaboration, enhance parents’ perception and involvement and
ensure that every learner experiencing barriers to learning accesses quality education
and that an inclusive education system is promoted.