Supporting Children's Learning Code Of Practice: Barriers To Learning

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Preamble:
The purpose of this report is to investigate and highlight the barriers to learning faced by an individual within my current establishment. It will begin with a brief overview of factors which are presently thought to give rise to additional support needs and continue with a case study justifying the selection of the chosen individual, a framework for deciding upon and gathering relevant information pertaining to their support needs before concluding with a summary and critical evaluation of findings.
Overview:
There are a number of contexts which may give rise to learners requiring additional support in order to benefit from the curriculum. In the Supporting Children’s Learning Code of Practice (2010) document, the Scottish Government …show more content…

Hamill and Clark (2010) advise that failure to provide a compensatory model of education to offset disadvantages resulting from environmental factors can result in the creation of more barriers through failed attempts at interaction with peers and the curriculum as a whole, (pg.32). Classroom practitioners may potentially have little ability to affect detrimental family factors directly, but there are still ways that affected learners can be supported from within the establishment such as Making the school environment a welcoming, inclusive and consistent one and ensuring that areas of concern are reported using the appropriate …show more content…

The labels associated with such learners in educational literature and policy have evolved in recent years from ‘Emotional Behavioural Disorders’ (EBD) to what is currently presently referred to as ‘Social Emotional Behavioural Needs’ (SEBN). Rogers (2006) advises caution in the use of such acronyms to labelling learners; arguing that children often adapt or exacerbate their behaviours in order to meet the expectations placed on them by adults with the subsequent effect of negatively impacting on their self-esteem, (Pg.155). While it may appear impractical and even unfair to alter behavioural expectations for a single, individual learner within a class or learning establishment, recognition of individual needs is a key precept of inclusive education. Expecting a learner to adapt to the learning environment is the hallmark of integration which is itself not wholly dissimilar from the medical, or deficit model. The inclusive approach to behaviour management favours the use of restorative conversations, Therapeutic Crisis Intervention and Individual Crisis Management Plans which help the learner to identify and take ownership of the triggers for their behaviour and develop appropriate strategies to deal with

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