BARRIERS TO LEARNING

The concept of barriers to learning and participation refers to the difficulties experienced by any
student in his or her learning process, in his or her integration and participation in school life.
Classification of learning barriers:

Physical and architectural • Lack of Attitudinal

planning
Negative and pessimistic
• Lack of access roads • Lack of attitudes
coordination
Low expectations of parents
• Lack of services • Overload and students

• Absence of signage • Overprotection

Misallocation
and Rejection
• Poorly ventilated classrooms, little misuse of Discrimination
resources
space Harassment
• Lack of
• Transit functioning of the C:T.E.

Curricular
Methodological
• Rigid
curriculum,
• There is no exploration of little or no
previous knowledge flexibility
• There are no activity adjustments. • Content
• Learning rhythms and styles are unknown poorly related
to students'
• Group diversity is not considered previous
experiences and daily life.
• No adjustments are made
• Curricular requirements that are inappropriate to
• reasonable in the evaluation children's characteristics and learning processes.
Administrative • Poor correlation, congruence and relevance of
content

The most common barriers faced by students are those that directly
involve the teacher in front of the group, some of them are:

• Little or no use of learning supports.

• Failure to expand or create resources to facilitate access to the curriculum.
• Failure to motivate and stimulate the student.
• Teaching material that is not very comprehensible.
• Little or no methodological coordination among teachers.
• No reinforcement or generalization of what has been taught.
• Lack of effective and affective support from teachers to students.
• Little or no correlation of content.
• Curricular content poorly related to students'
previous experiences and daily life.
• Failure to adapt the curriculum to the student's learning characteristics
(cognition, pace and style).
Barriers to attendance, learning and participation and other gaps: digital
competencies, methodology or emotion management.

■ Family composition
■ Connectivity ■ Household economy
■ Availability ofof
■ Availability support ■ Mental health
■ Basic conditions
computers of
at home ■ Skills
housing socioemotional for self-learning
■ Capacity and competencies before the crisis

Deficient learning management Lack of basic sanitary protocols.

systems centers will not take place under infrastructure and access to
. the same Decrease in student enrollment
potable
conditions existing before the in the public sector
water will make it difficult to
The situation of reopening of crisis. especially in certain population
comply with basic
hand washing and cleaning groups

Educational level of parents and the

Connectivity and the availability of
Difficulties in maintaining the
computers at home as
student-teacher link and
condition of access to remote
family-school;
education
socioeconomic status of the
household the potential support
as part of the determinants in Limits in that
parental involvement in can to provide parents with
the learning and progress of
students.

Lack of autonomy for students results in low learning

to interact with outcomes.
Socio-emotional and Ability and willingness of the curricular content
economic impact of the crisis on students to learn a Deficient self-efficacy, motivation,
families distance. learning strategies
adequate and capacity for
internal attribution of students that

Decrease in the effective time of

classes
Evaluation processes without a formative vision

Lack of teaching tools