Barriers to Learning

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Barriers to Learning

• Systemic
• Societal
• Pedagogics
• Medical Disabilities

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Systemic Barriers

• Lack of basic and appropriate learning support
  materials
• Lack of assistive devices
• Inadequate facilities at schools
• Overcrowded classrooms

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Societal Barriers

• Severe Poverty
• Late enrolment
• Gangs/Violence in neighbourhoods
• Gender issues in cultural groups

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Inappropriate Pedagogy

• Insufficient support of educators
• Inappropriate and unfair assessment
  procedures

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Sensory Disabled Loss of senses or combination
of

• Deaf - loss greater than 65 db
• Hard of Hearing - hearing loss between 35 and 65
  db

• Blind - has perception of light, but cannot
  distinguish light from dark
• Partially sighted - 6/60 or 6/24

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Cerebral Palsied (CP)

• Damage to the brain - before, during or shortly
  after birth.
• Limbs are affected, but damage in Central Nervous
  System which effects the muscular system and
  co-ordination.
• Intellectual potential
• Speech impediments

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Cerebral Palsied (continue)

• Quadruplegic - both arms and legs.
• Diplegic - both arms and legs, but legs much
  worse.
• Paraplegic - only legs, no harm to arms.

• Monoplegic - 1 limb
• Hemiplegic - same side of body - arm, leg and
  face. Arm more than the leg.
• Triplegic - 3 limbs. Mostly both legs and 1 arm.

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Epilepsy

• Abnormal discharge of electrical impulses in the
  brain.
• A loss of consciousness, sometimes lasts only 3
  seconds or even shorter.
• Electrical impulse returns to normal, signs and
  symptoms gone, person functions normally.
• Repeated, but unpredictable
• Onset at any age
• Observation very important

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Most general features of learning disabled
students

• Disorders of attention
• Failure to develop and mobilize strategies for
  learning
• Poor motor abilities

• Hyperactivity, distractibility, attention deficit
  disorders
• Organization, meta-cognitive functions
• Fine and gross motor co-ordination, general
  awkwardness and clumsiness, spatial problems

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LD - Continued

• Perceptual Problems
• Oral Language difficulties
• Reading difficulties

• Discrimination of visual and auditory stimuli,
  closure and sequencing
• Poor listening, speaking, vocabulary
• Decoding, basic reading skills, comprehension.

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LD - Continued

• Written Language Difficulties
• Mathematics
• Inappropriate social behaviour

• Spelling, handwriting, essays
• Quantitative thinking, arithmetic, time, space,
  fractions, calculation facts
• Social perception, emotional behaviour,
  establishing social relationships

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Physically Disabled
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Physically Disabilities

• Disabilities and syndromes due to illness or
  trauma
• Spina Bifida
• Muscular Dystrophy / Atrophy
• Hemophilia - lack of blood clotting factor
• Skeletal disorders

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Skeletal Disorders

• Dwarfism
• Marfin Syndrome
• Brittle Bone
• Tuberculosis of the Bone Structure
• Spinal Disorders

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Chronically Sick
Constant change in condition
Pain discomfort medication
Uncertainty about Outcome
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Terminally Ill

• Cancer
• HIV-Aids
• Central Nervous System
• TB
• Hepatitis B
• Protein Energy Malnutrition

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Problems of the gifted learner in class

• Theoretical and abstract - ignores stressed data
  in assignments - works unneat
• Independent, inventive - resists chosen
  assignments
• Sensitive - withdraws, strong goal orientated and
  rejected by others
• Alert and Eager - resents periods of classroom
  inactivity

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Gifted - Continued

• Intuitive - Easily sees conclusions without
  displaying knowledge of sequential concepts
• Daydreaming - as concentrated periods of thinking
  - inattentive to teacher s and other students
  comments and class discussions.
• Aesthetically oriented - resists participation of
  active team sports

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Comprehension
Application
Synthesis
Immediate
Analysis
Evaluation
Sequential
Association
Delayed
Memory
Closure
Expression
Intake
Manual
Visual
Orientation
Visual Motor
PROCESSING INFORMATION
Feedback
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Learner with BarriersBiggest problems

• Poor self concept
• Negative attitude
• Poor motivation

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Schools create the conditions for Learners to
succeed

• Organize teaching and learning in such a way that
  all learners can attain the outcomes
• Identify and understand barriers to learning and
  development and adapt learning and assessment
• It is about creating an enabling and supportive
  environment through
• Changing of school ethos,
• Adapting teaching practice
• Ensuring a flexible curriculum.

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Adaptations of classroom activities

• Corrective teaching strategies aimed at
  under-achiever
• Ask student
• Change in method of instruction
• Change in Learning Support Materials
• Change in tempo
• Attitude, self-concept, motivation!

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Forum Questions

• Does the curriculum really address the needs of
  all learners?
• In our current situation, do you think the NCS is
  flexible - give reasons.
• Is Inclusive Education a means to redress?