Overcoming Barriers to Learning
Overcoming Barriers to Learning
Contents
INTRODUCTION 2
PERSONAL AND INSTITUTIONAL FACTORS 2
STRATEGIES FOR OVERCOMING BARRIERS. 5
1. Individual family factors 5
2. Transport 7
3. Location / fabric of building 8
4. Cultural 9
5. Publicity 11
6. Cost 13
REFERENCES 15
Introduction
This assignment attempts to clarify some of the institutional and personal factors, which may prevent adults or young people from seeking basic skills tuition. It will suggest how some of these barriers may be overcome. In particular, it will consider what the teacher can do to create positive attitudes towards learning in the student.
Personal and Institutional factors
Although I have attempted to place the factors under the appropriate heading, usually the factor relates both to the individuals' personal factors and the factors considered by the organisation providing the basic skills support.
The individual has their needs and experiences; the institution provides facilities to fulfil the needs and requirements of the individual whilst providing the environment necessary to encourage the development of the individuals' basic skills.
PERSONAL FACTORS
INSTITUTIONAL FACTORS
.
Lack of Access to resources
Consider transport, publicity and time implications
2.
Lack of Child care
Providing crèche
3.
Class issues
Equal Opportunities
4.
Community's issues, problems, aspirations, skills, cultures, languages
Liase with community leaders to find suitable ways to support and assist individual learning within the community. Ensure equal opportunities.
5.
Concern about academic competence
Relate the course to the students needs and background
6.
Poor health and hygiene issues
Connections between low literacy and poor health
7.
Disability or learning difficulty
Provide necessary support and facility e.g. wheel chair access
8.
Experiences of arbitrary employment practices
Support in filling in questionnaires and interview techniques to support job applications
9.
Experiences of Jobs that do not require qualifications or training
Provision of job alternatives and career progression opportunities
0.
Gender issues
Where necessary single sex classes. Ensure equal opportunities.
1.
Help Children at School
Provide support to parents wishing to assist and participate in children's learning opportunities
2.
Home study facilities
Ensure students understand the wide range of locations available for quiet study
3.
Information Overload / Pace of course
Ensure that the course is tailored to the needs of the individual
4.
Initial Assessment
Joint appraisal from centre and student of individual needs analysis
5.
Initial course information
Publicity and Course Advertising. Ensure that publicity and course advertising is available to all via notices, newsletters, posters etc.
6.
Language - Culture
Sympathetic class structure, agenda and resources used. Ensure equal opportunities.
7.
Money / Cost
Consider free or cash incentives education alternatives
8.
Negative experiences at school
Provide location suitable to needs to students
9.
Applicability and quality of resources
Ensure that all resources are suitable for the group and for the needs of the individual
20.
Sceptical of the role of education in helping gain employment
Support in filling in questionnaires and interview techniques to support job applications and provision of local career opportunities and links with employers
21.
Student-centred
Ensure that the individual needs analysis outcome is a suitable flexible student learning plan
22.
To be able to perform basic skills in everyday tasks
Plan course to improve student skills to ensure that student can perform basic skills in everyday tasks
23.
To feel better about yourself
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20.
Sceptical of the role of education in helping gain employment
Support in filling in questionnaires and interview techniques to support job applications and provision of local career opportunities and links with employers
21.
Student-centred
Ensure that the individual needs analysis outcome is a suitable flexible student learning plan
22.
To be able to perform basic skills in everyday tasks
Plan course to improve student skills to ensure that student can perform basic skills in everyday tasks
23.
To feel better about yourself
Have confidence building exercises both individually and in groups
24.
To perform better at work
Support career development with provision of opportunities for vocational learning
25.
'Too busy' to improve basic skills
Have a wide variety of resources, at home, at college, on the web, in community centres. Provide range of tasks that can be completed in short periods.
26.
Transport
Provide free or subsidised transport. Arrange classes around public transport.
27.
Tutor
Ensure that the tutor is suitable in age, gender and culture; Is sympathetic to the needs of the students and has access to a wide range of suitable resources.
Strategies for Overcoming Barriers.
. Individual Family Factors
The factors applicable to the individual family issues include:
Outreach workers
Who has made contact with the family or individual in the past
Parental Support
is it needed or is it given out by the learner
Context of Course
Is it suitable for the family background of the learner
Crèche facilities
Are these available if required?
Study Facilities
Are these available or alternatives identified for the learner?
Shared Experiences
Find common ground amongst the group for shared experiences and problem solving approaches
Parenting Classes
Are these required? Is this the route taken in to basic skills classes?
Integrated Learning Venues
Is the family group to be included into the basic skills development? What other classes can promote basic skills?
EQUAL OPPORTUNITIES
Factors to be considered include:
* Disability Policy
* Disciplinary Policy and Procedure
* Fraud or Suspected Fraud Response Plan
* Grievance Procedure
* Health & Safety Policy
* HIV/Aids Policy
* Induction Policy
* Parental requirements
* Public Interest Disclosure Policy
* Racial Equality
* Relationships between Staff & Students
* Safety Procedures
* Smoking Policy
* Students Appraisal & Development Scheme
* Students Asylum & Immigration Act Guidance
* Travelling and Subsistence Policy
TUTOR APPROACH
* Treat people as individuals
* Don't assume you know what the implications of a disability are; ask the learners themselves, and listen to what they say - they are the experts on the effects of their learning difficulty or disability
* Be aware of your own attitudes
* Develop a learning environment that encourages all participants to respond
* Have moments when you sit back and observe a learners
* Identify emotional issues that create a barrier to learning
* Do not be afraid of trying things out that might not work
* Ensure that the range of resources is appropriate and adequate to meet the needs of all learners.
2. Transport
The factors are applicable to Transport issues include:
Shuttle buses
If demand high enough and distance long enough
Volunteer Drivers
For single learners or small numbers in rural areas
Car Sharing
Student coordinated scheme
Information on local transport provision
Ensure that local public transport information is easily available to all learners
Class timetabling
If necessary timetable classes around transport timetables
Internet and distant learning
Develop and support distant learning alternatives to give greater flexibility for students
EQUAL OPPORTUNITIES
Factors to be considered include:
* Disability Policy
* Health & Safety Policy
* Safety Procedures
* Smoking Policy
* Travelling and Subsistence Policy
TUTOR APPROACH
* Understand individuals transport needs
* Timetable classes to fit around the individuals commitments
3. Location / Fabric of Building
The factors are applicable to the Location of the course include:
Informal or formal as required
Consider expectations of learner.
Relaxing but conducive to work
Ensure that the atmosphere including surrounding noise levels and colour schemes used put the student at ease but enable them to feel confident to 'have a go'.
Workshop or formal class desk arrangements
Is an informal layout of classroom or a more formal desk structure required for the group and/or individual?
Accessibility for all
Ensure that all learners have the opportunity to 'get through the door'. Is the building easy to find. Is it welcoming, are there signs to direct them to the correct room. Is there access for disabled and/or wheelchair bound students
EQUAL OPPORTUNITIES
Factors considered include:
* Disability Policy - Is the location suitable with access for all?
* Health & Safety Policy - including fire drills etc
* Smoking Policy
* Travelling and Subsistence Policy
TUTOR APPROACH
* Don't assume you know what the location needs of a disability are; ask the learners if the location is suitable for their needs
* Develop a learning environment where the classes are to be held.
* Encourage all participants to be supportive and creative in ways to make the environment more conducive to learning
* Ensure that the range of resources whatever the location is, is appropriate and adequate to meet the needs of all learners.
4. Cultural
Although nearly all the factors are applicable to the individual, those covering cultural issues include:
Study skills and support
Encourage and adopt good study skills techniques giving learners individual profiles and learning plans with checklists
Language
Ensure that the language used is suitable for the group and that translation facilities are available for use if required
Attitudes and approaches to work
Encourage the learners to have a structured and disciplined approach to the tasks required. This approach is part of the life skills required for work.
Tutor expectations
Tutor expectations of students ability should be tailored and amended as the course progresses but will initially be based on the first meeting with the learner. It is important for the tutor to realize that each individual will achieve and progress at their own level and speed
Group Expectations
What are the group hoping to achieve during the course or at the end of the course. What are the tutor's expectations; if there is a difference what is it. These expectations will change as the learners become involved in their learning plan but need to be kept 'on track'.
Group background
What is the group background? Are they all of a similar background, what resources will be applicable for use, hoe long will the sessions need to be, are they any group limitations or factors that will require changing the course.
Food requirements
Is there a need for any refreshments to cater for kosher food, vegetarian etc?
Smoking requirements
IS the group all non-smokers, smokers or mixed. What facilities will be required for any smokers?
Religious implications
Are there any specific factors that require consideration e.g. Will there need to be a quiet room for regular prayer?
Gender issues
Will it need to be a single sex group? Is the tutor's gender an issue?
EQUAL OPPORTUNITIES
Factors considered include:
* Age Equality
* Disability Policy
* Gender Equality
* Health & Safety Policy
* HIV/Aids Policy
* Racial Equality
* Refreshment needs
* Religious requirements
* Smoking Policy
TUTOR APPROACH
* Treat people as individuals, not conditions
* Don't assume you know what the implications of a religion are; ask the learners themselves, and listen to what they say
* Understand the social dimension of religion and realise that the implications of an religion are the effects it is allowed to have in current circumstances
* Be aware of your own attitudes - it is often staff attitudes
* Develop a learning environment that encourages all participants to respond to the range of learning needs, aspirations and difficulties in the group in positive, frank, supportive and creative ways
* Learn to have moments when you sit back and observe what works for a particular learner
* Do not be afraid of trying things out that might not work; it is sometimes necessary to explore different ways of working in order to find out which is the most effective; this is all right as long as you and the learner work through the issues and decide on the strategy together with the learners
* Ensure that the range of resources is appropriate and adequate to meet the needs of all learners.
5. Publicity
Although nearly all the factors are applicable to the individual, those covering publicity issues include:
Accessible
Is it easy to find the information about classes and opportunities in the learner's area? Are there supporting posters, handouts, and perhaps internet advertisements
Applicable
Are the courses suitable for the learner?
Sympathetic
Are the courses sympathetic to the needs of the learner
Informative
Will the learner be able to follow all the details given on the advertising media? Will they be able to contact someone for help in understanding it if necessary?
Eye Catching
Is the advertising easy to identify as suitable for a basic skills learner? Is there a standard motif or logo that the student can relate too?
EQUAL OPPORTUNITIES
Factors considered include:
* Disability
* Parental requirements
* Public Interest
* Racial Equality
* Age Equality
* Gender Equality
* Students Appraisal
* Learner Development Schemes
* Travelling and Subsistence details
TUTOR APPROACH
* Treat people as individuals
* Develop a learning environment that encourages all participants
* Trying out new things/classes/a as part of the institutions equal opportunity procedures the following factors should be considered for an individual on a basic skills course
6. Cost
Although nearly all the factors are applicable to the individual, those covering cost issues include:
Free
IS the course free to all learners? Free to certain groups of learners? Are resources included in the course or will there be a cost involved?
Reduced Costs
Is the course available at a reduced cost to any/all learners? Is any funding available?
Flexible times
Is the course at flexible times to suit the learner so that they do not lose money due to restricted work hours?
Workplace
Is the course able to be run on the employer's premises? Will the employer sponsor the learner through the course?
Resources
Will resources be available as part of the course or will they have to be paid for as an extra?
Incentives
Are there any incentives available to the learner for attendance, performance during the course? Sitting an exam? Passing an exam?
Transport
Are there any additional; transport costs for the learner to pay? Is the transport free or subsidised? IS car sharing possible?
Special Facilities
Does the learner require specialised equipment to complete the course and if so who will fund these?
EQUAL OPPORTUNITIES
Factors considered include:
* Disability
* Parental requirements
* Racial/Age/Gender/Class Equality
* Travelling and Subsistence Policy
TUTOR APPROACH
* Treat people as individuals, not 'bottomless cash resources'
* Don't assume you know what the implications of a disability are; ask the learners themselves, and listen to what they say and if they require any special resources to complete the course and the cost of these items
* Develop a learning environment that encourages all participants to respond to the range of learning needs, aspirations and difficulties in the group in positive, frank, supportive and creative ways without additional cost
* Do not be afraid of trying things out that might not work but ensure that the class do not have to pay out additional funds
* Ensure that the range of resources is available, appropriate and adequate to meet the needs of all learners.
References
. Class notes, August 19th CRC
2. Attitudes to adult education in disadvantaged areas, Joseph Rowntree Foundation, August 2000 www.jrf.org.uk/knowledge/findings/socialpolicy/810.htm
3. The Learning Divide Revisited: a report of the findings of a UK-wide survey on adult participation in education and learning. Naomi Sargeant, NIACE, September 2000, ISBN 1 86201 088 9
4. Getting better basic skills - what motivates adults. Basic Skills Agency, October 2000 Ref: A961
5. Working with disabled learners or learners with learning difficulties http://www.dfes.gov.uk/readwriteplus/curriculum_literacy/access/workwith/
Cambridge Regional College
City and Guilds Initial Certificate course
in Teaching Basic Skills 9821
Page 5
Monday, 19 August 2002
