Abstract
Background: The Department of Education introduced Education the White Paper 6 in 2001 as a plan to implement inclusive education to address inequalities in the education system, allowing all learners to access the curriculum. Emanating from the paper, the policy on Screening, Identification, Assessment and Support (SIAS) was promulgated to manage learners with disabilities and special needs. In schools, the stakeholders’ perceptions impact on their feelings, thoughts, understanding, processing, reactions and behaviours. Consequently, School Management Teams’ perceptions affect the implementation of the SIAS policy. These teams are leaders and catalysts in the process of resource allocation and implementing adequate infrastructure in order to effectively manage the policy. Although providing an admirable vision, teachers report challenges in the implementation of inclusive education and the SIAS policy as stressful, paper-laden and time consuming, particularly in under-resourced schools.
M.Ed. (Educational Psychology)