Education and Learners

Topics: Education, Educational psychology, Developmental psychology Pages: 5 (1432 words) Published: February 25, 2014
I as a teacher can encourage and motivate teachers and adults to accommodate learners who are experiencing barriers to learning by encouraging teachers to Promote Positive attitude of both teachers and learners towards one another supporting one another and stand as a united as a school and colleagues. As well as equal input in school activities all teachers should enjoy participating in school activities it would make learners feel more comfortable to join and also participate in school activites.Teachers should accept one another and their differences, respect one another In addition, avoid judgement and criticism towards each other. 2.1.2

Inclusive education promotes Human rights as well as Good and sensible educational values. Social wisdom is also promoted and encouraged greatly .The equal right to learn and live together is highlighted and explained in inclusive education. Acceptance, diversity, and respect are a few of the main core values that inclusive education is built up on and were the concept came from. 2.1.3

1. A school that is equipped and supported to provide a broad range of learning needs. It May not necessarily have all forms of learner support in place, but it should have the Potential and capacity to develop and provide them. 2. A school that understands that barriers to learning are not only essential to learners, however, can also be cultural and systemic. Barriers might also be linked to a learner’s environment. These could include negative attitudes to and stereotyping of learners, inflexible teaching methods, and practices. 3. A school that is prepared to explore and address the challenges of everyday school Life through capacity building among teachers and on-going institutional development aiming at empowering the whole school. 4. A school that wards off practices which leave out learners so that learning and Development can happen and makes efforts to ensure that all children of school-going age in the Localities attend the school and achieve to their full potential. 5. A school with excellent leadership that serves as a symbol of hope of the transformation process in education by developing cultures, policies and practices that celebrate diversity, respect Difference and value innovation and problem solving. 2.1.4

Educators do not know the overall concept of what inclusion means. They can formulate school policies, which are marginalizing and excluding. Educators also have a Downbeat approach towards learners with disabilities. Educators Categorize and are bias to learners with disabilities. The staff can be thoughtless to the special needs. They might be not capable to respond to a wide range of leaner needs. 2.1.5

At the National level, a few factors cause barriers to learning such as, lack of advocacy and information programme in support of inclusion form and ignoring the rights of learners. If they do not join forces with other government department and if they do not give support and guidelines to the province.

Bronfenbrenner has had significant influence on the determining and creating of our understanding of how diverse levels of systems, in the public perspective, interact in the process of child development. The first of these is what is referred to as the Microsystems – this system refers to a pattern of roles, activities and interpersonal relations experienced between individuals and the systems in which they are active participants (such as the family, school or peer group). This is the direct environment experienced by the child where proximal relations occur. This type of relations refers to face-to-face, usually continuous social interactions.

A second level or system is what Bronfenbrenner refers to as the mesosystem. “The mesosystem is a set of Microsystems that continuously interact with one another. So, what happens in the family or peer group can influence how children respond at school and vice versa” (Donald et al., 2006, p. 42)....
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