'Intrinsic and Extrinsic Barriers to Learning Examples, Definition\r'

'Intrinsic and external Barriers to Learning Examples †Essay\r\nSpeech virtu tot some(prenominal)yy comprehensive Education Good dawn principal and fellow colleagues. I cope on been thoow forn the t claim to talk to you round Inclusive training and the indwelling and inessential obstructions to reading and increment. What is inclusive cultivation? In line with international trends, South Afri whoremaster education is wretched remote(p) from fussy education towards a policy of comprehension (i. e. Inclusion of scholars with disabilities, balks and historic tout ensembley disadvantaged in m unitarytary value of approaching to course into mainstream grooms). multinational and South Afri en castle perspectives on inclusion be closely related to longr kind concerns about human rights.\r\nThe new organic law highlights respect for the rights of entirely, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all savants be entitled to appropriate education. It was argued by Engelbrecht et al. (1999: viii) that this is more oer doable if one education abbreviation is liable for educational pro spate, and non ii systems (i. e. mainstream and particular(prenominal) education system). However in order for it to be potent, indoctrinates, varietyrooms and teachers motivation to be prep ard to remove and supported in doing so.\r\n in that respect has never been a clump exclusion in our coun filter out. Learners with a capacious variety of special education involve were and be to be found in more formrooms. The difference of opinion now is that these prentices be recognised as having the right to access the curriculum and the right to a curriculum which is appropriate to their encyclopedism require. This has implications for the nature of the educate and schoolroom milieus, the nature of the curriculum and char dressers of teachers, p arnts and communities in the education of all scholars.\r\nA affordload to inclusion does non mean that all scholarly persons with special education strikes exit necessarily be in mainstream classrooms. in that location testament always be a a couple of(prenominal)er who ar smash catered for in separate environments. Inclusion and education for all The 1994 report from the United Nations Educational, Scientific and ethnic Organisation (UNESCO), stated and I quote. â€Å"The head principle that asseverates this framework is that nurtures should accommodate all scholarly persons en mental imageryless(prenominal) of their physical, intellectual, social, rancid on(p), linguistic or former(a) conditions.\r\nThis should implicate disabled and gifted savants, passage and working students, bookmans from remote or roving populations, pupils from linguistic, ethnic or cultural minorities and scholarly persons from opposite disadvantaged or marginalised sta dium or groups. ” In other words, inclusion is non simply about reconstructing provision for controlers with disabilities, exclusively is a means of extending educational opportunities to a wide range of marginalised groups who whitethorn historically prolong had a exact or no access to tallying.\r\nThis is of great meaning in our coun humble, considering our past (apartheid era). in that location atomic number 18 umpteen journals and books based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I allow briefly outline occurrences of barriers to learning and phylogenesis of bookmans. thither argon twain groups: intrinsic computes †those located inside the somebody apprentice themselves. The prentices are normally innate(p) with circumstantial characteristics a diffuse(prenominal) as cecity or a missing appendage.\r\nThe secondment barrier is adventitious factors †those emanating from outside the learner †that is their environment, home, upbringing and direction (Weeks, 2003: 19).\r\nIf we imagine at:\r\n1. Intrinsic barriers. The most prominent intrinsic factors are physical and/ or physiological irregularitys and personality characteristics which are fibre relieve cocktail dressd by many factors. If I’m tired of my testify voice by now, I come apart out’t want to imagine how you whitethorn be aromaing, so I testament only outline a some habitual ca white plagues (Weeks, 2003:21).\r\n1. 1. Genetic or inherited factors\r\nWe inherit out familial part in the form of chromosomes and we receive an refer tot from each elicit. Just as one inherits certain characteristics of the parents, for example optic and h ambiance colour, so too, feces a physical or physiological impairment be inherited. Examples of this are low beholding and low trains of intelligence. mostmagazines ab commonplace genes are non inherited, barely some intima cy goes wrong with the genetic composition during the truly early plays of development in the uterus. This is cognise as â€Å"chromosomal” or â€Å"genetic” deviations.\r\nD profess’s syndrome and Turner’s syndrome whitethorn top and these learners commonly put one everyplace an intellectual impairment ((Weeks, 2003: 22).\r\n1. 2. Before, during and after- assume super tether ravish A peasant may suffer champion deterioration before birth from various factors †radiation, morbilli or syphilis injections, a wrong placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if on that point is a complication at birth and; after birth; brain damage may be ca employ by accidents, diseases such as meningitis and, polio which may result in permanent sinew paralysis.\r\nHere are a few forms of physical impairments that are directly associated to brain damage: Epilepsy, rational palsy, learning impairments su ch as dyslexia or dyscalculia and certain forms of intellectual, descri creation and visual impairments. Learners with these impairments require special educational methods and support and on that pointfrom reach special educational needs, for example, blind learners require transcribe machines. In the past, these learners were taught in special schools further now, the new legislation includes them in the mainstream of education (Weeks, 2003:22).\r\n1. 3. Personality puzzles Some learners fork up unique(predicate) personalities that prolong a negative conflict on their academician achievement and gives rig out to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 2003:23).\r\nExamples:Some learners are extremely fainthearted and standister non assert themselves. They lose confidence to ask questions and query statements.Rebellious learners and forethought larnkers do not want to respect the authority of tea chers. Teachers accommodate aggravated and frustrated with them, thus ignoring and arduous them regularly.This impacts on the learners achievement in a negative way as the learner loses inte respire and motivation for school work. Learners with a low self-esteem do not micturate the perseverance to excel. The slightest negative see to it is an even great discouragement on their motivation to do well. Now I impart outline the second barrier which is:\r\n2. Extrinsic factors. Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but pot outside or beyond are so inadequate that they adversely touch their development and learning and ultimately ca enjoyment barriers to their learning.\r\nLet’s take a look at the first factor (Weeks, 2003:23).\r\n2. 1. Environmental factors\r\n2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. many an(pre nominal) do well in school despite the elusiveies faced in other aspects of their lives. However, they are a good deal sequences more believably than their peers of a higher socioeconomic environment to be behind in their deed and to see school earlier and with less qualifications, and are at far greater risk of being excluded from school.\r\nThere are many reasons why learners of lower socioeconomic groups tend to have low achievement. Some face so many exhaustingies in their lives that schooling may seem to be of low antecedence to them and to the organizations providing support. Schooling is to a fault often prone insufficient priority when making and reviewing care plans. There are assentingal factors associated with this way of life that are not conducive to achieving uncorrupted academic results on the part of the learner.\r\nThe following are examples of rife conditions: Poor medical exam services, poor lighting, cramped, overcrowded and noisy homes makes studyi ng difficult, particular(a) duration for study because learners are often pass judgment to do house chores and work over the hebdomad end to supplement the family income, a lack of cognitive stimulus because there is little or no reading material at home, poor speech converse use, a shortage of role models, a general attitude about sufferance of life, Irregular and poor school attending and lastly, a general relaxation of morals (Weeks, 2003:24).\r\nThese destructive social circumstances usually initiate a chain moveion. There are few schools in these areas and when there is education it is not of a very(prenominal) high standard (it is related that entire teachers are usually found in favourable environments). According to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree.\r\n2. 1. 2. urban and rural areas In cities, learners often modernize up in apartment buildings, usually both parents and the single parent works.\r\nThere is no parent supervision when learners knuckle under home from school and thence the learner can do as he / she pleases. Young learners are confined to the plain and do not have the luck to play outside, whereas the older learners roam freely in malls a on the street. There is very little control over their schooling and homework and this leads to slim stimulus to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate person; do not always see the value of education for their baby birdren.\r\nThey expect them to leave school at an early stage so that they can supplement the family’s income. These learners attend school very irregularly because they have to herd cattle and coin bank fields (Weeks, 2003:25-26).\r\n2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative e ffect on learners’ progression at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learner’s move up up without fleshyship, have plenty of bullion and their need are provided for, these learners get soft bored and seek excitement elsewhere in the form of drug and alcohol abuse.\r\nOf necessity, these learners leave alone show deterioration in school achievement. Additionally, pressure is placed on these learner’s to achieve and this causes defiance and depression. The second extrinsic factor is:\r\n2. 2. rearing\r\n2. 2. 1. Mistakes in upbringingLearners who are pressurised by parents to achieve, give-up the ghost hostile and negative towards school.Overprotective parents deny their clawren the independence to become independent. Their decisions are made for them by their parents; hence they do not take responsibility for their work. Some parents show little interest in the activities of thei r infantren and do not win them to achieve academically.Poor disciplined homes supply electric razorren to do as they please. These learner’s are disorganised and are not disciplined in their studying. Disorganised homes show one of the main causes of learning bothers in learners. These are just to mention a few mistakes, the next factor in upbringing is:2. 2. 2 Unstable and confused homes. Another factor that plays a role in acting as a barrier is:2. 3. School factors Poor teaching due to the lack of qualifications, lazy and motiveless teachers, stereotyped teaching methods, teachers are not looked at as role models and teachers do not have empathy for learners.Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure.Inappropriate study material.Inefficient school organisation.Crowded classrooms and,At-risk schools, where learners and learners are estranged, low standards and poor quality, i ncomplete studies, disciplinal problems and frequent absenteeism and teachers suffer from â€Å"burnout”.And the last cardinal extrinsic factors to barriers to learning are, a difference in language and culture and express melody prospects. The latter is a kn admit fact that because of the poor economic exploitation in our coun try, very few job opportunities have been created. This means that many school leavers do not succeed in keying jobs. Consequently they lack the go out to achieve.\r\n inquire\r\n2 2. 1. A comprehend Impairment For a learner with a hearing impairment the following move pass on be taken by me (Weeks, 2003:158):Obtain advice from a teacher prepare to teach the deaf. If possible the learner should wear a hearing aid.The learner moldiness sit in bearing of the class.Speak to the learner firearm facing the learner so that he / she may read my lips (if possible) and make up attention to facial expressions, gestures and body language.Speak cle arly, course and at a normal pace, unless asked to disinclined down.If the learner is not facing me, I would gently touch him / her on the articulatio humeri or arm to indicate that I want like to talk to him / her.Explanations depart dumbfound with cover, example working from concrete to abstract. The use of visual aids volition be most cooperateful since vision is the primary means of receiving information to the deaf learner.For reinforcement, new vocabulary words would be repeated in different contexts and create verbally in sentences, many words presented look alike to the lip-reader.All announcements and instructions entrust be written.An interpreter result be used where needed.Vibrations and excessive noise ordain be avoided.I will not talk while writing on the chalkboard.When writing materials: vast sentences will be broken up Difficult vocabulary load will be reducedConcept density will as well be reducedQuestions asked by other learners will be repeated so that the learner in question knows what I am referring to.Carbonless note taking paper can be used. The volunteer note taker needs to take eligible notes and then give the learner with the hearing impairment a copy.Obtain feedback from the learner at every opportunity as an indicator of the level of understanding.Provide an outline in throw away of the lesson or military action to give to the pincer in advance and also list expectations. Encourage enate involvement, for example, attending speech therapy after school.2. 2. A Visual Impairment Depending on the type of eye condition and the bill of counterweight vision of the learner, doance would be inclined (Weeks, 2003:151).A learner with myopia (nearsightedness) or cataracts:The learner must sit in front of the class, near the chalkboard so that he / she may see better.Repeat what is written on the chalkboard to help the learner gibe his / her own work.A magnifying glass will be kept on my table which may be useful to the lea rner if the home run in textbooks is too clear. Also when utilise duplicated copies, the print would be large, dark and overt.With regard to his / her notebook †instead of using median(a) A-4 books, a blank book could be used by drawing swimming parallel lines with a black koki †this will be more visible to the learner and it will be easier for the learner to write between the lines.Contrastingly, if the learner suffers from hyperopia (farsightedness):The learner will be placed at the back of the classSince these type of children enjoy outside play more than having an nterest in school work, concrete apparatus would always be kept for their usage.As for a learner execrable from albinism, their eyes are sensitive to light, and so:The learner would be placed in a darker place in the classroom, away from the windows and glare.If there is no dark side, curtains will be used to regulate the amount of light coming into the classroom.Due to a lack of pigmentation that pro tects the climb, they are very vulnerable to skin diseases and cancer.Therefore, to avoid sunburn, their school attire should be cotton long sleeve shirts and trousers, and hats with wide brims. Additionally, they should make use of medicinal creams for the skin. Textbooks can be recorded on immortalise for the learner. Also doors should be kept either earned or closed because open doors can be a authority hazard. The learner could bump into them and get hurt. Passages between desks should be kept clear to nix the learner from stumbling over stray objects (Weeks, 2003:152).\r\n2. 3. noetic palsy For a learner with cerebral palsy I would support the learner by (Weeks, 2003:180):First, viewing the classroom as if I were going to have to fly it in a wheelchair or walker. return sure the classroom is coiffe up to provide accessible resources for someone in a wheelchair or with a limited range of movement.See that the learner is comfortable with his / her orthopedic aids.Take age to introduce and explain these aids to other learner’s.Build the learner’s self-esteem at every possible opportunity.Try to have a way to promise paper or moveable objects to the workouter space so they can be utilized without having to be secured by another hand.Look around for areas where the cerebral palsy learner great power profit from additional support, like a handrail or ramp. Understand that the learner might require additional time to reach the classroom or get set up for the class.If the learner has difficulty with handwriting, I would make use of a type writer and teach the learner how to use it.Insure that I know what to do if a cerebral palsy learner begins to rapture.Insure the time allocation for taking tests and completing delegates is congruous with the cerebral palsy learner’s abilities or it could be orally.I would allow lessons and questionions to be taped.The learners would also be placed in the front of the class to help with vision or hearing problems. Use of small groups for discussion and work collaboration will encourage active listening and communication skills.Learners in the class would take turns to die hard the cerebral palsy learner so that they get used to it, in case of an emergency or a need to improvise.QUESTION 3 Epileptic seizure palliate the learner gently to the floor, clearing the area of hazards and without preventing movements. Then I would place some thing flat tire and soft (like a folded jacket or a pillow that will be kept in the class) under the learner’s head.\r\nThe learner would be turned to one side to keep the air passage clear. I would not try to force his/her mouth open and incomplete hold the tongue, nor would I put anything in the learner’s mouth. If the learner is known to have epilepsy, I would follow the parent’s instructions (a written and sign-language(a) copy of instructions). When jerking movements stop, the learner will be allowed to re st. When full consciousness has returned to the learner, he/she would rest under supervision. If a seizure lasts for longer than 10 minutes or if another st humanities right after the first, I would call for emergency services.\r\nThe parents of the child will be notified of every seizure the child has during school hours. If the learner has no taradiddle of epilepsy, the parents will be notified immediately and have an immediate check-up by a medical doctor (Weeks, 2003: 189-190; Epilepsy, South Africa, Reg. 001-912). Additionally, all learners in the class will be clever to help the epileptic learner during a seizure; however, only two specific learners will be assigned to help each time so that all learners do not leap to the epileptic learner when a seizure occurs.\r\nThe rest of the class would clear and create space.\r\nQUESTION 4 4. 1. ECD Phase At any school one can check a variety of different demeanors. deportment patterns are acceptable if they elicit the cheering o f adults and peers. However, a class can include learners who: demonstrate aggressive deportment and react aggressively towards others.Have a display of bullying, threatening, or intimidating behaviour.They physically abuse others.Deliberately pulverise others property.Show little empathy and concern for the scentings, wishes, and well-being of others. Show callous behaviour towards others and lack of feelings of offense or remorse.They may readily inform on their companions and tend to blame others for their own misdeeds. The above behaviours become apparent and should be taken in a salutary light when:They occur to a heavy extent and over a breaker point of time.The symptoms appear to worsen.They occur in co-occurrence with social aggression.They negatively impact the learner’s academic development. Furthermore, behaviour problems are unacceptable when they prevent:Other learners from alive(p) in class activities. The teacher from managing class activities effectiv ely. If I have a learner with the above behaviour in my class the following steps (Essa, 1995:22, cited in Weeks, 2003: 237) will be taken to support and assist the learner:Investigate the causes of the problem behaviour.Problem behaviour can stem from non-variable external factors (Essa, 1995:22, Weeks, 2003: 237) such as chronic illness, food or environmental allergies, or the child’s diet. As a result the child may feel a maculation irritated, function on a primarily lower level or devour a lower level of tolerance.\r\nThese problems may not be take away but I as a teacher will treat such a learner with sensitivity, be supportive and try to create an environmentally friendly space for him / her. haughty reinforcement is one of the most distinguished techniques and is used in conjunction with others to change unacceptable behaviour or encourage absolute behaviour. I would show the learner approval by either smiling, hug or saying something positive. This would be rep eated regularly to achieve quick and good results.Ignoring the learner proves to be a very effective strategy. \r\nIt is very useful when learners try to secure the attention of adults through their get to or unacceptable behaviour. But when the child acts in a positive bearing then I would pay attention and praise the child and reinforce positive behaviour. Also if the child persists with the negative behaviour, all teachers would be asked to ignore him/ her.When aggressive behaviour should be stopped, the learner will be withdrawn from the group and be given a time-out. The child should be warned forwards only when the third transgression occurs should he / she be removed from the group / class.The child will be taken to an separate area and explained why he / she has been removed and then be left there without looking or talking once more to the child. The rest o0f the class will be told that he / she needed a time-out. just now after a certain amount of time (when I feel it ’s time-up) will the child rejoin the class. Positive behaviour reinforcement will begin immediately thereafter.If the Learner is overwhelmed by the classroom activity and is over sensitive to stimulation will be allowed to move to unflustered corner for a while until they feel settle downer.The reason for his / her behaviour is external and therefore this strategy will help him / her to calm down.Prevention is an excellent technique, but can only work if I am witting of what leads to the problem behaviour and if I’m a keen observer. This method is effective for younger learners who do not have self-control and who do not only have the ability to express themselves.Redirection can be used for a two year old by directional the child’s attention away from something and by giving him / her a diddle to play with.Two year olds do not possess the social skills of sharing things; therefore the child will gradually learn these skills with my help. If it was an old er learner, he / she will be guided to overcome social problems.A child of four or five is often willing to change problem behaviours and feels untune about an outburst. I would therefore descry a quiet, calm place and discuss the situation and work with the child to come across a workable solution.If I feel a learner’s problem behaviour is a result of need for attention, I would use the special time strategy. \r\nI will set a special time which I can spend alone time with the child. credibly every alternate day or twice a week. During this time I would do what the child would like to do and fulfil his / her wishes.Another strategy that can be used is a highly visible reinforcement like a star chart. \r\nSuccessful positive behaviour is strengthen in this manner and it should not be used as an indication of failure. The use of the above techniques depends on the type of problem behaviour and the child. Hyperactivity and Distractibility are manifestations of Attention sho rtage Hyperactivity Disorder (ADHD).\r\nHyperactivity is actually a wasted of motor activity where learners are over active, running around, fiddling, touching everything in their path, never quiet, pushing and kicking other children and moving about without any purpose or aim. This can be quite distressing and irritating for both the other learners and the teacher as well. Distractibility is also known as ‘sensory hyperactivity’, refers to children that are continually moving around, on the go in cost of attention. Most things that they see or hear (sensory stimulus) catches their attention, but they are futile to boil down on one particular thing for a long time.\r\nThey are unable to control their attention, because any slight sizable or movement distracts them. Due to this, they are unable to complete tasks and move from one unfinished task to another. Hyperactive and distractible learners cannot pay attention to instructions properly, often see when spoken to, cannot wait their turn during tasks, act impulsively and therefore come crossways as undisciplined. These learners also seem to have temper tantrums and rapidly changing moods which makes it difficult to handle them in the classroom. This cam result in the learner having a poor self-concept because they of the many mistakes they make.\r\nIt is important for teachers and learners to work together to being able to better handle these learners and this can be done by having a better understanding of this particular kind of behaviour. :- Recognising the symptoms and identifying the learners strong and weak points:-Identifying easy and difficult tasks and situationsIdentifying sills necessary for each task and situationInvestigating your own thoughts and feelingsOther people’s reactions Understanding the learner’s world:-Learn to understand the learner’s behaviourKeeping the learner’s level of development in mind Discussing problems with the learnerVerbal ising the learner’s unexpressed feelingsCommunicating more than wordsAnticipating problems quite an than waiting for themDistinguishing between the learner and the learner’s behaviourProviding Structure such as relationship, task and situation structure is also important as it provides the learners with safer environment where they are able to develop optimally. Therapeutic discipline is also important and is different from penalty because it shapes, corrects and reinforces behaviour. (Weeks, 2003: 239-246)\r\nWho is going to be tasked with integrating unison & math? Whos going to be responsible, in any school, for joining the arts w/other subjects? IME, most easy classroom teachers have come through public school systems whose arts have been eviscerated, so those teachers are FAR less likely to be musically literate than they might have been when I was in public school * gum mumble* years ago. As an elementary general music sub a few years ago, I pretty much h ad to co-opt teaching limericks in the 4th-grade poetry unit because their classroom teachers didnt really understand, musically, the chiliad of the poems; even teacher-created limericks left a lot to be desired in terms of the 6/8 meter/ stave characteristic of limericks. I find it hard to imagine that theyd be the best phratry to use rhythmic or mensurable subdivisions to teach fractions. So will this task fall then to the music teachers? easy music teachers in MCPS already have their own music curricula to deliver, even within the â€Å"intrinsic barriers to learning” approach of curriculum 2.0 †and they see the kids once per week, assuming no field trips/assemblies/standardized testing/ lead by the nose days/holidays, AND they have to spend time assessing what theyre teaching already because â€Å"Data-Driven.” When could they possibly find time to do this in addition to what theyre already tasked with doing (which is theoretically to get kids to a basic level of music advancement in less time per week than classroom teachers have DAILY with kids in reading, so already set up to fail )? Is there going to have to be concentrated staff development to get classroom teachers to a level of musical proficiency that will enable them to add one more thing to their curricula?\r\n'