barriers to learning
Measurable and relatively permanent change in behavior through experience, instruction, or study, Hughes, M. and Vass, A. (2001). Learning itself cannot be measured, but its results can be. In the words of Harvard Business School psychologist Chris Argyris, learning is "detection and correction of error" where an error means "any mismatch between our intentions and what actually happens." Research and practice highlights that young carers can face many barriers to their learning, both at school and at home. Psychological or emotional barriers, financial constraints, systemic barriers and societal barriers are some of the barriers that inhibit learning and they manifest in different situations. Anything that may stand in the way or prevent the learner to fully participate and learn effectively can thus be seen as a barrier to learning. It is important to remember that barriers do not necessarily exist all the time, but can arise suddenly, due to change in circumstances, emotional trauma and a variety of other factors.
Psychological barriers inhibit the learning process. Participants and pupils can be capable of working towards the same learning objectives as their peers but have difficulties arising from their particular physical, cognitive, or sensory difference which may prevent them from taking part in the lesson. Training and development department supported by human resources department authorities and others should actively seek to remove the barriers to learning and participation that can hinder or exclude participants with special educational needs. According to Hughes, M. and Vass, A. (2001), difficulties in learning often arise from unsuitable environment inappropriate groupings of pupils, inflexible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments.
There are a wide range of sensory, multi-sensory and physical difficulties which pose potential barriers to learning
Psychological barriers inhibit the learning process. Participants and pupils can be capable of working towards the same learning objectives as their peers but have difficulties arising from their particular physical, cognitive, or sensory difference which may prevent them from taking part in the lesson. Training and development department supported by human resources department authorities and others should actively seek to remove the barriers to learning and participation that can hinder or exclude participants with special educational needs. According to Hughes, M. and Vass, A. (2001), difficulties in learning often arise from unsuitable environment inappropriate groupings of pupils, inflexible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments.
There are a wide range of sensory, multi-sensory and physical difficulties which pose potential barriers to learning
Bibliography: Bonsal, M.R.(1996)Gifted learners and problems experienced in Classrooms National Foundation for Gifted and Creative Children. Los Angeles California Engelbrecht, P and Green, L (2001) Promoting learner development Preventing and working with barriers to learning Van Schaik, Pretoria Haring, N.G. (1982) Exceptional Children and Youth Third Edition Charles E. Merril Columbus, Ohio Hughes, M. and Vass, A. (2001) Strategies for Closing the Learning Gap. Network Educational Press, Stafford Tilstone, C., Lacey, P., Porter, J. and Robertson, C. (2000) Pupils with Learning Difficulties in Mainstream Schools. David Fulton, London: National Department of Education 2001 White Paper 6 Special Education: Building an Inclusive Education and Training System. State Printers Pretoria