BARRIERS /DIFFICULTIES TO LEARNING

The notion of barriers to learning refers to difficulties

that arise within:
 the education system as a whole,
 the learning site and
 within the learner which prevent both the system and
the learner needs from being met.
A barrier to learning is anything that prevents learner
from participating fully and from learning effectively.
This includes learners who were formerly
disadvantaged and excluded from education because
of the historical, political, culture and health
challenges.
EXAMPLES OF BARRIERS TO LEARNING
Some examples of barriers to learning may be:
 learners who are visually or hearing impaired
 learners who are left- handed
 learners who are intellectual challenged.
 Learners who have difficulty in reading and writing;
 Learners living in poverty;
 Learners with health and emotional difficulties;
 Learners experiencing difficulties in remembering
what has been taught to them and;
 Learners who need assistive devices and adapted
materials such as Braille.
Barrier to learning cover a wide range of
possibilities and learners may often experience
more than one barrier.
Some barrier, therefore, require more than one
adaptation in the classroom and varying types and
levels of support.
These learners may require and should be granted
more time for completing of tasks and acquiring
skills.
OVERCOMING BARRIERS TO LEARNING
Different strategies and teaching methods should
be used,
individual plan should be adapted to meet the
student’s requirements,
teaching strategies should be more activity
based, group discussion and interactive teaching
and learning.
a child-centred approach to learning,
 learning-oriented approach,
The use of differentiated instruction that
matches students’ current abilities and learning
preferences.
Teachers arranging alternative seating; e.g., near
teacher, facing teacher, at front of class, away
from distractions, allow more time for tasks or
assignments, reduce the volume of tasks
required; e.g., fewer sentences to read, fewer
vocabulary words, reduce the demand for
copying, present fewer questions on a page, and
provide more space for answers.
Teachers must read with their children daily on
books of interesting and appropriate level;
• Teachers must enhance the awareness and
memorization of words and must enhance multi-
sensory learning of their learners through visual,
oral, auditory channels and through rhymes and
games,
• Teachers must finger trace a new word on a rough
surface to help children learn and recognize word,
• Teachers must record learning contents in their
children’s voice and play back the recording
repeatedly to reinforce their learning
SOME SPECIFIC WAYS OF ASSISTING LEARNERS WITH BARRIERS TO
LEARNING
Visually impaired learners:
Visually impaired learners can be placed at the front of the classroom
to be able to focus on the teacher and on the board when necessary.
All material can be provided to the learner in a larger font to enable
them to able to see the words clearly.
Fonts used in the classroom should be simple, clear fonts to promote
readability.
Visual images can help to facilitate understanding.
Braille may be necessary for learners with severe visual impairment.
Teachers and fellow learners should be prepared to spend extra time
helping visually impaired learners where needed.
Visually impaired learners should be seated next to a helpful
classmate.
Hearing impaired learners:
Hearing impaired learners should be placed at the front of the
classroom to be able to hear the teacher’s voice clearly as
possible.
 Written instructions should be given as often as possible to
hearing impaired learners.
Written instructions will be the clearest and most direct tool for
teaching hearing impaired learners.
A hearing impaired learner will learn most effectively through
visual aids.
These should be incorporated in every lesson to effectively engage
hearing impaired learners.
Teachers and fellow learners should be prepared to spend extra
time helping impaired learners where it is needed.
Hearing impaired learners should be seated next to a helpful
classmate.
Intellectually challenged learners:
Intellectually challenged learners require close personal
attention.
Teachers and fellow learners should be prepared to spend
extra time helping intellectually learners where it is needed.
Intellectually challenged learners should be allowed to
complete activities and assessments.
Intellectual challenged learners should be seated next to a
helpful classmate.
• Teachers must recognize bias and stereotypes against certain
learners.
• Teachers must treat and respect each learner as an individual.
• Teachers must avoid using a biased language that undermines
certain groups.
Teachers must consider the unique needs of
learners during lesson in the classroom, especially
when designing lessons.
Teachers must use a variety of teaching methods
and different ways of assessment in the
classroom.
Teachers must create opportunities for all
learners to participate in the learning process,
because learners have different learning styles.
 The learners who do not want to take responsibilities in
the classroom, like to sweep the floor after school, to
clean the chalkboard, to collect books.
 A learner who always fight with classmates or quarrel all
the time,
 A leaner who doesn’t take care of the classroom rules
and school rules.
 The learner who steal the properties of other
classmates, take by force the lunch boxes of other
learners.
 The leaner moves up and down, she or he has no stable
place in the classroom, a bully learner, goes out to the
toilet without any permission from the class teacher or
whoever in the authority
 The learners who do not want to take responsibilities in
the classroom, like to sweep the floor after school, to
clean the chalkboard, to collect books.
 A learner who always fight with classmates or quarrel all
the time,
 A leaner who doesn’t take care of the classroom rules
and school rules.
 The learner who steal the properties of other
classmates, take by force the lunch boxes of other
learners.
 The leaner moves up and down, she or he has no stable
place in the classroom, a bully learner, goes out to the
toilet without any permission from the class teacher or
whoever in the authority