Learners with barriers to


learning A barrier to learning is anything that prevents a learner from participating fully and learning effectively. This includes learners who were formerly disadvantaged and excluded from education because of the historical, political, cultural and health challenges facing South Africans. Some other examples of barriers to learning may be learners who are visually or hearing impaired; learners who are left handed or learners who are intellectually challenged. Barriers to learning cover a wide range of possibilities and learners may often experience more than one barrier. Some barriers, 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 tasks • acquiring thinking skills (own strategies)


• assessment activities. Teachers need to adapt the number of activities to be completed without interfering with the learners’ gaining the required language skills. Teachers also need to develop alternative


methods to assess learners with barriers to learning, so that learners are given opportunities to show their abilities in ways that suit their needs. Assessment tasks should cater to different cognitive levels and the forms of assessment should be suitable to the age and developmental level of the learners.


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 learners in a larger font to enable them to be 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 students 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 as 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 students should be prepared to spend extra time helping hearing-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 students should be prepared to spend extra time helping intellectually challenged learners where it is needed. Intellectually challenged learners should be allowed extra time in order to complete activities and assessment. Intellectually challenged learners should be seated next to a helpful classmate.


Addressing barriers to learning


in the classroom Every classroom has its own unique dynamic atmosphere. However, in every classroom there are factors that challenge the teacher’s ability to teach and the learner’s ability to learn. These challenges may be physical – too many


children, too little space, broken furniture or equipment, a lack of resources, etc. There are many socio-economic factors to


consider – poverty, lack of nutrition, poor health, lack of parental support or negative pressures from peer groups, e.g. a child who is bullied or teased at school will struggle to focus in the classroom. Language is often a challenge to children who are


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