Learning Barriers

Learning Barriers
A program to change teacher’s attitude towards
inclusion
Olga Mayzel (Russia)
Ana Lucía Novales (Guatemala)
Carolina Ross (Chile)
Israel, May 2013

EXISTING THINGS AND PROBLEMS TO
BE SOLVED
• In our countries, inclusion of children with learning barrier’s ha
to be made by law; but teacher’s attitude towards it isn’t always
positive.
• It seems clear from literature and observation, that many
teachers are skeptical of inclusion, as a mean of educating
students with learning barriers.
• Educator’s believes and attitudes regarding inclusion are closely
linked with the acceptance of children with learning barriers
(LB), and teacher’s attitude towards students with LB can be
critical to the quality of their inclusive instructional strategies.
• Teachers are the direct responsible for planning, adapting and
coaching according to the inclusion plan.
Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)
Israel, May 2013
2

BE SOLVED
• Educators feel they have a lack of skills to teach in an
inclusive setting.
• They also feel they didn’t have the educational resources
to implement an inclusion program, so they won’t be
able to provide special education to learners with LB.
• If teacher don’t have knowledge needed for teaching
students with LB; they are lacked of training resources, o
feels that don’t have it, will not be able to develop the
learning strategies needed.
Israel, May 2013
3

BE SOLVED
• Every kid is entitled to education. Students are entitled
to have education in a non restrictive environment.
• This means that children with or without LB are entitle to
education;
• but until there is an agreement on the definition of
inclusion and of LB;
• inclusion is going to be very specialized and dependent
upon the practices of each individual school.
Israel, May 2013
4

LEARNING BARRIERS
• Everything that keeps learning from happening smoothly.
• Learning Barriers can be:
– Attitudinal
– Organizational
– Practice
– Physical impairs
– Specific learning disabilities, difficulties
– Mental Health difficulties
Israel, May 2013
5

INCLUSION
• We can understand
inclusion as
reorganizing,
accommodating and
meeting the
learning needs of all
students.
Israel, May 2013
6

OBJECTIVES OF THE PROGRAM
1. Eliminate attitudinal barriers for an inclusion program.
2. Accept the diversity of children and appreciate them in they
diversity.
3. Show teachers that the implementation of an inclusion program is
not difficult.
4. Provide a learning experience for teachers to improve their
knowledge in teaching a wide diversity of children.
5. Eliminate the barriers in order to achieve learning inclusion:
promoting quality and equity of education for all
Israel, May 2013
7

TARGET POPULATION
• In today’s classrooms, there is diversity from A to Z;
– and teachers need support and encouragement in
acquiring the skills to serve all this diversity;
– so they’ll have a positive attitude towards inclusion.
• Thus we can take as a reference the table prepared by
psychologist, Jamie Bermeasolo, pointing:
• Take from: Learning difficulties, SEN, University Development,
MA in Psychology, November 2010, Jaime Bermeasolo
Bertran
Israel, May 2013
8

9
WHO WIN BENEFFIT FROM THE
PROGRAM?

PROGRAM
A. Teachers:
a. Eliminate the barrier towards inclusion;
b. The teacher will feel able to work with children
with learning barriers;
c. Teachers will feel positive towards an inclusion.
Israel, May 2013
10

PROGRAM
B. Children with Learning Barriers :
d. Provide them an equal, quality and equity education:
i. Equality, promoting the same opportunities for all
ii. Quality, offering functional and meaningful learning
iii. Equity, responding to special needs
Israel, May 2013
11

PROGRAM
C. Other students (society) :
e. Can help teach tolerance and patience
f. Help students value diversity
g. Prepare al students for an adult life in an inclusive society
h. General students benefit from the additional resources
available in the inclusion setting.
Israel, May 2013
12

RESOURCES: Human
A. Human :
a. Teachers from each school;
b. The trainer (educational and/or clinical
psychologist).
Israel, May 2013
14

RESOURCES: Materials
B. Materials :
c. Computers
d. Projectors
e. Printed materials that will be developed tor the specific learning
barrier
f. Films / videos
g. An area of learning
h. Paper
i. Pencils
j. Markers
k. Highlighters
l. Diplomas
Israel, May 2013
15

RESOURCES: Finance
C. Finance :
It will be necessary to make a budget for each country, taking
in account.
m. Salaries of the person(s) giving the training
n. Transportation
o. Costs of the printed material
p. Time of preparation of materials
q. Costs of diplomas
r. % Of profit
Israel, May 2013
16

RESOURCES: Co-workers
D. Co-workers :
s. Ministry of Education;
t. National organizations for learning disabilities;
u. Pharmatical industries;
v. Hospitals;
w. Brands that are engaged with the progress of the country.
Israel, May 2013
17

PLAN OF ACTION
The program:
Organizing in service training for teachers.
Israel, May 2013
19

A. PLAN OF ACTION
A. Every child is different / unique
Israel, May 2013
20

B. PLAN OF ACTION
B. Lectures / Conference of the specific learning:
а. So the teachers will get to know the needs of this
unique child;
b. What is a barrier?
c. Which is his/her barrier?
Israel, May 2013
21

C. PLAN OF ACTION
C. Lectures for motivation for working in the inclusion
d. “All children are competent”
e. “Teaching to all learners”:
i) Provide multiple means of representation. Present content in different ways to give
students a variety of options for acquiring information and knowledge.
ii) Provide multiple means of expression. Ensure students have a variety of ways of
demonstrating what they know.
iii) Provide multiple means of engagement. Create a stimulating learning environment by
offering various ways for student to engage, based on preferences and interests.
iv) Different channels of learning: visual, auditory, and kinesthetic.
Israel, May 2013
22

D. PLAN OF ACTION
D. Strategies of inclusion
f. Environmental support. Alter the physical, social or temporal environment to promote
participation, engagement and learning.
g. Material adaptation. Modify materials to promote independence
h. Activity simplification. Simplify and complicated tasks by breaking into smaller parts or reducing
the number of steps.
i. Child preference. Capitalize on child favorite activities
j. Adult support. Apply direct adult intervention to support child efforts.
k. Peer support. Use classmates as models to help children’s learn.
l. Invisible support. Arrange naturally occurring events to assist inclusion.
Israel, May 2013
23

E. PLAN OF ACTION
E. Staff meetings
•Where the teachers can freely talk, under the
premise of confidentiality, of their cases and get
support from the rest of the staff.
Israel, May 2013
24

F. PLAN OF ACTION
F. Transmit the attitude to the community
• By posters and working with the parents let
everyone at school be part of the inclusion
program.
Israel, May 2013
25

TIME TABLE
• A Uniqueness 1 session 1 hr. each
• B Specific learning barriers 2 sessions
• C Motivation 10 minutes each session
• D Strategies for inclusion 5 sessions
• E Staff meetings 1 every week
• F Community: Lectures for parents and support
groups Every month
• Kids could work in art and in communication
skills the posters
Israel, May 2013
26

EVALUATION
•We will use the pre-service teacher’s attitude
towards inclusion questionnaire (Antonak
&Larrivee, 1995).
Israel, May 2013
27

REFERENCES&Web sites
REFERENCES:
•Bermeasolo Bertran, Jaime, University Development, MA in Psychology, (2010): “Learning difficulties”.
•Boundurant, Briain Joseph (2004): “Teachers Attitudes Towards Inclusion”; California State University.
•California Department of Education (2009): Inclusion works! Creating Child Care Programs That Promote Belonging for
Children With Special Needs.
•Carringhon, Suzzane & Brownlee, Joanne (2001): “Preparing Teachers to Support Inclusion: The benefits between a
group or pre service teachers and a teaching assistant who is disable”. Teaching Education 12(3): 347 – 357.
•Belk, Jo Ann (2005) “Inclusion in Early Childhood Programs: A Kaleidoscope of diversity”. National Forum of Special
Education Journal; Volume II, Number 12.005.
•El – Ashley, Fathi Rezk (2009): “General Education Pre Service Teachers Attitudes Towards Inclusion in Egypt; A
Dissertation To The Graduated School Of The University of Florida.
•Bigham, Teresa (2010): “Do Teachers Have a Negative Attitude Towards The Inclusion Of Students With Special
Needs?” The Faculty Of The College Of Education; Ohio University.
•Hannah, Frances: “Literature Review on Attitudes Towards Disability”. National Disability Authority (NDA); Dublin.
Web sites:
•www.inclusive_education-in-action.org
•http://tonimarieramos.hubpages.com/hub/Top-Challenges-Teacher-Face-in-Special-Needs-Inclusive-Classrooms
•http://www.inclusive-education-in-action.org/iea/index.php?menuid=25&reporeid=247
Israel, May 2013
28

Q&A
29
Olga Mayzel (Russia) Ana Lucía Novales
(Guatemala) Carolina Ross (Chile) Israel,
May 2013

Thank you!
30
Olga Mayzel (Russia) Ana Lucía Novales
(Guatemala) Carolina Ross (Chile) Israel,
May 2013

Learning Barriers

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Learning Barriers

Similaire à Learning Barriers (20)

Dernier

Dernier (20)

Learning Barriers