Learning Barriers

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Learning Barriers . A program to change teacher’s attitude towards inclusion
Olga Mayzel (Russia), Ana Lucía Novales (Guatemala), Carolina Ross (Chile).
web: http://nashideti.trizmoscow.org/

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Learning Barriers

  1. 1. Learning BarriersA program to change teacher’s attitude towardsinclusionOlga Mayzel (Russia)Ana Lucía Novales (Guatemala)Carolina Ross (Chile)Israel, May 2013
  2. 2. EXISTING THINGS AND PROBLEMS TOBE SOLVED• In our countries, inclusion of children with learning barrier’s hato be made by law; but teacher’s attitude towards it isn’t alwayspositive.• It seems clear from literature and observation, that manyteachers are skeptical of inclusion, as a mean of educatingstudents with learning barriers.• Educator’s believes and attitudes regarding inclusion are closelylinked with the acceptance of children with learning barriers(LB), and teacher’s attitude towards students with LB can becritical to the quality of their inclusive instructional strategies.• Teachers are the direct responsible for planning, adapting andcoaching according to the inclusion plan.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)Israel, May 20132
  3. 3. EXISTING THINGS AND PROBLEMS TOBE SOLVED• Educators feel they have a lack of skills to teach in aninclusive setting.• They also feel they didn’t have the educational resourcesto implement an inclusion program, so they won’t beable to provide special education to learners with LB.• If teacher don’t have knowledge needed for teachingstudents with LB; they are lacked of training resources, ofeels that don’t have it, will not be able to develop thelearning strategies needed.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)Israel, May 20133
  4. 4. EXISTING THINGS AND PROBLEMS TOBE SOLVED• Every kid is entitled to education. Students are entitledto have education in a non restrictive environment.• This means that children with or without LB are entitle toeducation;• but until there is an agreement on the definition ofinclusion and of LB;• inclusion is going to be very specialized and dependentupon the practices of each individual school.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)Israel, May 20134
  5. 5. LEARNING BARRIERS• Everything that keeps learning from happening smoothly.• Learning Barriers can be:– Attitudinal– Organizational– Practice– Physical impairs– Specific learning disabilities, difficulties– Mental Health difficultiesOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)Israel, May 20135
  6. 6. INCLUSION• We can understandinclusion asreorganizing,accommodating andmeeting thelearning needs of allstudents.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)Israel, May 20136
  7. 7. OBJECTIVES OF THE PROGRAM1. Eliminate attitudinal barriers for an inclusion program.2. Accept the diversity of children and appreciate them in theydiversity.3. Show teachers that the implementation of an inclusion program isnot difficult.4. Provide a learning experience for teachers to improve theirknowledge in teaching a wide diversity of children.5. Eliminate the barriers in order to achieve learning inclusion:promoting quality and equity of education for allOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)Israel, May 20137
  8. 8. TARGET POPULATION• In today’s classrooms, there is diversity from A to Z;– and teachers need support and encouragement inacquiring 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 bypsychologist, Jamie Bermeasolo, pointing:• Take from: Learning difficulties, SEN, University Development,MA in Psychology, November 2010, Jaime BermeasoloBertranOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile)Israel, May 20138
  9. 9. 9WHO WIN BENEFFIT FROM THEPROGRAM?
  10. 10. WHO WIN BENEFFIT FROM THEPROGRAMA​. 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.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201310
  11. 11. WHO WIN BENEFFIT FROM THEPROGRAMB. 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 learningiii​. Equity, responding to special needsOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201311
  12. 12. WHO WIN BENEFFIT FROM THEPROGRAMC. Other students (society)​ :e​. Can help teach tolerance and patiencef​. Help students value diversityg​. Prepare al students for an adult life in an inclusive societyh​. General students benefit from the additional resources available in the inclusion setting.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201312
  13. 13. RESOURCES13
  14. 14. RESOURCES: HumanA. Human​ :a​. Teachers from each school;b​. The trainer (educational and/or clinical psychologist).Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201314
  15. 15. RESOURCES: MaterialsB. Materials​ :c. Computers​d​. Projectorse​. Printed materials that will be developed tor the specific learning barrierf​. Films / videosg​. An area of learningh​. Paperi​. Pencilsj​. Markersk​. Highlightersl​. DiplomasOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201315
  16. 16. RESOURCES: FinanceC. 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​. Transportationo​. Costs of the printed materialp​. Time of preparation of materialsq​. Costs of diplomasr​. % Of profitOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201316
  17. 17. RESOURCES: Co-workersD. 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.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201317
  18. 18. 18PLAN OF ACTION
  19. 19. PLAN OF ACTIONThe program:Organizing in service training for teachers.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201319
  20. 20. A. PLAN OF ACTIONA. ​ Every child is different / uniqueOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201320
  21. 21. B. PLAN OF ACTIONB. ​ 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?Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201321
  22. 22. C. PLAN OF ACTIONC. 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.​Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201322
  23. 23. D. PLAN OF ACTIOND. ​ Strategies of inclusionf. 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.​Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201323
  24. 24. E. PLAN OF ACTIONE. ​ 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.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201324
  25. 25. F. PLAN OF ACTIONF. ​ Transmit the attitude to the community• By posters and working with the parents let everyone at school be part of the inclusion program.Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201325
  26. 26. 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 postersOlga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201326
  27. 27. EVALUATION•We will use the pre-service teacher’s attitude towards inclusion questionnaire (Antonak &Larrivee, 1995).Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201327
  28. 28. REFERENCES&Web sitesREFERENCES:•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=247Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 201328
  29. 29. Q&A29Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 2013
  30. 30. Thank you!30Olga Mayzel (Russia) Ana Lucía Novales (Guatemala) Carolina Ross (Chile) Israel, May 2013

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