Teachers’ experiences of using the screening, identification, assessment and support strategy to support learners who present with characteristics of dyslexia

Background: Education White Paper 6 (EWP6) and screening, identification, assessment and support (SIAS) promote inclusive education for all learners, including those who present with learning difficulties and are vulnerable to exclusion. The article reports on the experiences of teachers using the SIAS strategy to support learners who present with characteristics of dyslexia at a primary school in Gauteng. Aim: The study sought to explore the experiences of teachers using the SIAS tool to support learners who present with characteristics of dyslexia at a primary school in Gauteng, South Africa. Setting: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties. Method: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties. Results: Teachers experienced limited success in the implementation of the SIAS tool requiring further professional development. Conclusion: The need for teacher training in the use of effective support strategies to assist learners who present with characteristics of dyslexia, is advocated for Teacher development for the effective implementation of the SIAS tool is recommended.