Please Note the Following Abstracts Have Been Reproduced As They Were Received from the Authors

Please note the following abstracts have been reproduced as they were received from the authors.

Abstracts Presented at the th 24 Annual Psychology Congress 2018

11-14 September 2018

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THURSDAY, 13 SEPTEMBER 2018

Paper Presentations: Children & Education literature review approach and drawing from critical Chair: theory. The findings blame actual implementation on 08:00 – 10:00 various reasons such as the available resources, time constraints, communication process, capability problem Martin G & Kili Z. Moving beyond "school readiness and dispositional conflict. Based on our observation the assessment" in contributing to foundation phase resources available were under or over-estimated and education success. thereby elicited unrealistic expectations that failed to

The slow implementation of Screening, Identification, materialise. The paper recommends rigorous and Assessment, and Support (SIAS) policy in South African continuous review of implementation at all levels of schools and districts is a concern. The perpetual education system. Correspondence: Dikeledi Sekhukhune, exclusion of learners experiencing barriers to learning Dr, Private Practice, PO Box 3414 Southgate, and development stifles the inclusive education mandate, Johannesburg, 2082. [email protected] provision of justice and quality education for all as enshrined in the constitution. The designers of the policy, from all intents and purposes, were visionary. Pillay J. The inclusion of children's rights and Unfortunately, SIAS policy and goal attainment have responsibilities in the South African school been irreconcilable due to implementation constraints. curriculum.

The implications are explored in this paper based on the This study investigated school lunch and achievements in literature review approach and drawing from critical theory. The findings blame actual implementation on literacy in a sample of South African primary school various reasons such as the available resources, time children. Data was collected through a quantitative constraints, communication process, capability problem survey administered with pupils (N=160) from four grade and dispositional conflict. Based on our observation the 5 to 7 classes in a school in Soweto. The survey resources available were under or over-estimated and consisted of five literacy tests that were standardized by thereby elicited unrealistic expectations that failed to Do-It- Profiler, a UK based institute, and Shape the materialise. The paper recommends rigorous and continuous review of implementation at all levels of Learner, a South African based consultancy. Additionally, education system. Correspondence: Glynnis Martin, Dr, the survey included questions pertaining to the children University of Fort Hare. [email protected]. taking lunch to school. The results show that learners who sometimes do not have lunch obtained statistically Sekhukhune D & Ntakana K. Screening, significantly lower marks on the combined learner Identification, Assessment and Support (SIAS) policy: profiler tests than learners who had some form of lunch implementation barriers in South Africa. provided. Based on social justice theory the author

The slow implementation of Screening, Identification, discusses the psych-educational implications of the Assessment, and Support (SIAS) policy in South African findings. Correspondence: Jace Pillay, DEd (ED. Psy), schools and districts is a concern. The perpetual University of Johannesburg, P.O. Box 1292, Mondeor, exclusion of learners experiencing barriers to learning 2110, Johannesburg, South Africa. [email protected]; and development stifles the inclusive education mandate, [email protected] provision of justice and quality education for all as enshrined in the constitution. The designers of the policy, Errington S, Lamprecht L , du Plessis A & Klarer M. Understanding the nature, extent and implication