How can we best identify barriers to learning in the classroom and how can we make the curriculum more accessible (to everyone)?
Gawish, A (2021, December 10). Barriers to Learning: A teacher's guide. Retrieved from https://www.structural-learning.com/post/barriers-to-learning-a-teachers-guide
Barriers to learning are considered as the lack of access to the classroom environment and the lesson goal. The learner may be struggling with one or more types of learning barriers, therefore the teacher should be dealing with the pupil according to their individual differences to ensure an effective learning process. Students who have a learning disability may be facing many different types of learning barriers.
They will need interventions according to their needs to ensure that they are reaching their maximum potential. Barriers to learning can be intrinsic barriers such as mental health disorder, dyslexia, ADHD, autism spectrum disorders, or extrinsic barriers as cultural barriers, emotional factors as an example; feeling neglect or poverty.
In this article, we will explore why a student might have difficulty accessing the curriculum. We will also look at different tools for students that scaffold the learning process. In every classroom, different types of learners will have access issues. We will also use this opportunity to frame the idea of 'inclusive by design'. This is the idea that learning experiences can be designed to be inclusive for everyone by using classroom concepts that we can all utilise.
To acknowledge barriers to learning and reduce learning challenges, it is vital to identify the barrier to learning as soon as possible, even before the child reaches school age. An important factor to be taken into consideration while identifying the barrier to a student in the learning environment is to use different ways of identification. Here are ways to identify a barrier to learning:
The environment around us plays an important role in reducing or increasing the common learning barriers. In the following area we can face barriers to learning:
Classroom teachers are presented with complex problems on a daily basis. Quite often, these barriers are linked and it takes careful unpicking to understand how they affect one another. At Structural Learning, we regularly run training sessions that encourage this diagnostic practice. On a recent training course, we facilitated a session that involved linking classroom problems. This helps educators reframe the issues and eventually arrive at the essence of the need. Obviously, time pressures can hinder these types of activities but the following ideas should help your school examine access issues.
Emotional barriers, such as anxiety, stress, and low self-esteem, can significantly impact a student's ability to learn and engage in the classroom.
Motivational barriers, including a lack of interest or feelings of inadequacy, further contribute to an emotional learning barrier. As teachers, it's crucial to recognize these challenges and develop strategies to address them.
Lack of focus and engagement can be symptoms of emotional and behavioral barriers. To tackle these issues, teachers should create a safe, supportive learning environment that encourages open communication and fosters positive relationships between students and educators.
This can help alleviate emotional distress and promote emotional well-being.
Additionally, educators should consider implementing social and emotional learning (SEL) programs that teach students how to manage their emotions, build resilience, and develop healthy coping mechanisms. SEL programs have been proven to improve academic performance and overall mental health.
It's also essential for teachers to recognize that external factors, such as family issues or traumatic events, may contribute to emotional and behavioral barriers. By working closely with school counselors, psychologists, and social workers, teachers can develop individualized support plans to help students overcome these obstacles.
In conclusion, addressing emotional and behavioral barriers is crucial for enhancing student success. By fostering a supportive learning environment, implementing SEL programs, and collaborating with other professionals, teachers can empower students to overcome these challenges and reach their full potential.
Language barriers are common obstacles faced by many students, particularly English Language Learners and dyslexic learners. Teachers can use multisensory strategies to create inclusive classrooms and support the learning process for students who face these challenges.
Multisensory learning, which engages multiple senses simultaneously, has been proven effective in aiding comprehension and retention of new information.
Drawing on educational theories from Vygotsky and Piaget, multisensory learning emphasizes the importance of social interaction and cognitive development in the learning process. Teachers can incorporate visual techniques such as dual coding, which combines verbal and visual information, to help students better understand and remember complex concepts.
This approach has been particularly effective in supporting dyslexic learners who often struggle with traditional language-based teaching methods.
In addition to visual techniques, teachers can utilize auditory, tactile, and kinesthetic strategies to engage students in the learning process. For example, incorporating songs, chants, or rhymes can help reinforce new vocabulary and grammar rules.
Hands-on activities and movement-based exercises can further enhance language acquisition by providing opportunities for students to physically engage with the material.
By employing multisensory strategies, teachers can create more inclusive and effective learning environments for students who face language barriers. This approach not only supports language development but also fosters a deeper understanding of the subject matter, ultimately promoting academic success for all learners.
Identifying a barrier to student engagement is only the starting point. Classroom practitioners need practical strategies and resources to enable all types of learners to access the curriculum. Pending on the age of the student, a pupil might need a combination of the strategies below.
If you are interested in any of the concepts that have been mentioned in this article please do get in touch to discuss any requirements you may have. We have a range of resources and training options available to schools that are interested in revisiting their inclusion policies.
These studies provide comprehensive insights into the diverse barriers to learning encountered by children with disabilities, including neurodivergent individuals, and offer perspectives on overcoming these barriers through various interventions and educational strategies:
Barriers to learning are considered as the lack of access to the classroom environment and the lesson goal. The learner may be struggling with one or more types of learning barriers, therefore the teacher should be dealing with the pupil according to their individual differences to ensure an effective learning process. Students who have a learning disability may be facing many different types of learning barriers.
They will need interventions according to their needs to ensure that they are reaching their maximum potential. Barriers to learning can be intrinsic barriers such as mental health disorder, dyslexia, ADHD, autism spectrum disorders, or extrinsic barriers as cultural barriers, emotional factors as an example; feeling neglect or poverty.
In this article, we will explore why a student might have difficulty accessing the curriculum. We will also look at different tools for students that scaffold the learning process. In every classroom, different types of learners will have access issues. We will also use this opportunity to frame the idea of 'inclusive by design'. This is the idea that learning experiences can be designed to be inclusive for everyone by using classroom concepts that we can all utilise.
To acknowledge barriers to learning and reduce learning challenges, it is vital to identify the barrier to learning as soon as possible, even before the child reaches school age. An important factor to be taken into consideration while identifying the barrier to a student in the learning environment is to use different ways of identification. Here are ways to identify a barrier to learning:
The environment around us plays an important role in reducing or increasing the common learning barriers. In the following area we can face barriers to learning:
Classroom teachers are presented with complex problems on a daily basis. Quite often, these barriers are linked and it takes careful unpicking to understand how they affect one another. At Structural Learning, we regularly run training sessions that encourage this diagnostic practice. On a recent training course, we facilitated a session that involved linking classroom problems. This helps educators reframe the issues and eventually arrive at the essence of the need. Obviously, time pressures can hinder these types of activities but the following ideas should help your school examine access issues.
Emotional barriers, such as anxiety, stress, and low self-esteem, can significantly impact a student's ability to learn and engage in the classroom.
Motivational barriers, including a lack of interest or feelings of inadequacy, further contribute to an emotional learning barrier. As teachers, it's crucial to recognize these challenges and develop strategies to address them.
Lack of focus and engagement can be symptoms of emotional and behavioral barriers. To tackle these issues, teachers should create a safe, supportive learning environment that encourages open communication and fosters positive relationships between students and educators.
This can help alleviate emotional distress and promote emotional well-being.
Additionally, educators should consider implementing social and emotional learning (SEL) programs that teach students how to manage their emotions, build resilience, and develop healthy coping mechanisms. SEL programs have been proven to improve academic performance and overall mental health.
It's also essential for teachers to recognize that external factors, such as family issues or traumatic events, may contribute to emotional and behavioral barriers. By working closely with school counselors, psychologists, and social workers, teachers can develop individualized support plans to help students overcome these obstacles.
In conclusion, addressing emotional and behavioral barriers is crucial for enhancing student success. By fostering a supportive learning environment, implementing SEL programs, and collaborating with other professionals, teachers can empower students to overcome these challenges and reach their full potential.
Language barriers are common obstacles faced by many students, particularly English Language Learners and dyslexic learners. Teachers can use multisensory strategies to create inclusive classrooms and support the learning process for students who face these challenges.
Multisensory learning, which engages multiple senses simultaneously, has been proven effective in aiding comprehension and retention of new information.
Drawing on educational theories from Vygotsky and Piaget, multisensory learning emphasizes the importance of social interaction and cognitive development in the learning process. Teachers can incorporate visual techniques such as dual coding, which combines verbal and visual information, to help students better understand and remember complex concepts.
This approach has been particularly effective in supporting dyslexic learners who often struggle with traditional language-based teaching methods.
In addition to visual techniques, teachers can utilize auditory, tactile, and kinesthetic strategies to engage students in the learning process. For example, incorporating songs, chants, or rhymes can help reinforce new vocabulary and grammar rules.
Hands-on activities and movement-based exercises can further enhance language acquisition by providing opportunities for students to physically engage with the material.
By employing multisensory strategies, teachers can create more inclusive and effective learning environments for students who face language barriers. This approach not only supports language development but also fosters a deeper understanding of the subject matter, ultimately promoting academic success for all learners.
Identifying a barrier to student engagement is only the starting point. Classroom practitioners need practical strategies and resources to enable all types of learners to access the curriculum. Pending on the age of the student, a pupil might need a combination of the strategies below.
If you are interested in any of the concepts that have been mentioned in this article please do get in touch to discuss any requirements you may have. We have a range of resources and training options available to schools that are interested in revisiting their inclusion policies.
These studies provide comprehensive insights into the diverse barriers to learning encountered by children with disabilities, including neurodivergent individuals, and offer perspectives on overcoming these barriers through various interventions and educational strategies:
