Barriers to Learning: A teacher's guide
How can we best identify barriers to learning in the classroom and how can we make the curriculum more accessible (to everyone)?
How can we best identify barriers to learning in the classroom and how can we make the curriculum more accessible (to everyone)?
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.
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.
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.
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.