intrinsic barriers
within learner (born / acquire problem later)(physical / physiological impairment)
- sensory (visual, auditory)
- physical (cp, sb, quadriplegia, polio + amputation)
- intellectual / mental ( downs syndrome)
- chronic disease / physiological impairment (hiv/aids, tb, diabetes, malnutrition, ashma, allergies)
- epilepsy
- autism
- learning problems
extrinsic barriers
outside learner (not born, other factors affect ability-learn)
-socio-economic / environmental ( poverty, drug, gangster)
-factors in education: home such as parent involvement , unqualified teachers, lang diff, culture diff
-school factors: school environment / organisation,
lang + learning, crowded classrooms,
-emotionl problems (anxiety / depression)
-behavioural
inclusive education
- accept ordinary people
- increase participation
- children-learn+need support
- minimize barriers
- change attitudes, behaviour, teaching methods, curriculum + environment
- meet needs-children
- diversity learners
- included home, community outside school
diff mainstream + inclusion
mainstream:
- getting learner ‘fit in’ / integrate into existing system
- extra support ‘fit in’ ‘normal class’
- learners assessed-specialists
- focused=change needed- ‘fit in’ (focus on learner)
inclusion:
- constantly evolving
- diversity learners + build similarities
- support learners, educators + system- learning needs=met
- development- good teaching strategies
- overcoming barriers-system
- focus=adaptations + supp systems available in classrooms
what are barriers to learning?
- anything stands way-learn effectively
- requires support- reach full potential
- occur anytime during learning process if not support
impairments
identified @ early stage + treated- methods / processes
adaptations / support to remove barriers
- classroom + school (assistive aids / changes-classroom-easy access)
- learner (find out ? affects learners learning)
- school subject (range-subjects + levels)
- teaching strategies ( suite learners needs)
- participation of other school activities (ensure active participation)
- tests, exams + assessment (assess accurately)
parent attitude-child with impairment
- gender child (less concerned-daughters)
- size (larger families, less distressed)
- cultural background (some cultures accept more readily)
- religion (see child as ‘special gift’)
- family socioeconomic status (SES) (income, level education, social status)
- geographic location (feel isolated-no other families-similar issues-area)
- degree +type impairment (more serious impairment, more impact-family)
- personal life-parents (parents ill themselves, difficult cope learner)
patterns-parent attitudes (reaction)
- grief
- guilt
- anxiety
- resentment
- denial
- anger
- overprotection
- compensation
- feeling rejected
- acceptance
types behaviour parents
- articulate, assertive, educated parents (calm, self confidence, launch own supp system)
- angry parents(angry teachers, concerned own child)
- submissive parents (accept everything, kee feelings to self)
- uncaring parents (place responsibility- teachers, low priority-education)
- uniformed parents ( similar-angry parents,knowledge-problem limited, believe always right)
- quarrelsome parents (confront, accuse teacher, overlook child problem)
- parents who barriers themselves (struggle express thoughts, cant speak lang, frustrated)
autism + characteristics
- lifelong, complex, developmental impairment
- disturbance in brain development + functioning
- 4 times more in boys as girls
- more learning difficulties
- affected by triad of impairment
characteristics: little / no eye contact poor learning skills senses hightened bizarre eating patterns high pain threshold cry / laugh no reason
triad of impairment
- repeating patterns of activities + resisting change in things
- affected by :
*social development- little aware others feelings poor social contact dislikes being held difficulty forming r.ships play alone
*language + communication- delay speech + lang act deaf repeat words / q's unusual speech fascinated with words difficult take part conversation
*behavior + imagination- imitate activities from tv complex play inappropriate use toys unusual habits (rocking, fiddlying, tapping) tantrums changes routine limited interest in activities
invisible curriculum
- good working habits
- team work
- determination
- honesty
( organisation, structure, planning + school attendence)
