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Identify the barriers to learning from the perspective of a) parents, b) students, c) leadership and d) teachers

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Barriers:

-Lack of differentiated instruction, limited resources (learning supports, accommodation)

-Physical side: motor skills

-Communication barriers: gaps in knowledge (missed classes), struggles to express themselves

-Home life

-Self-esteem: social anxiety

-Environment: if the class environment doesn't foster growth

-Systemic inequalities: low socioeconomic status

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-accommodating different learning styles

-family circumstances (extra responsibilities at home, limitations in finances)

-geographical location of school and access to resources

-mental health of students

-stereotypes and biases of teachers

-English as a second language

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Funding and resource budgeting: Limited school budgets often mean that essential resources are lacking. Leaders have to make difficult decisions about where to allocate funds, sometimes sacrificing important programs (due to financial constraints.

Access to community resources: Schools in low-income areas may have limited access to community resources, affecting the ability to offer students extracurricular opportunities

Outdated policy: outdated policies often prevent schools from addressing current educational challenges

Staff vs public opinion: School leaders often face conflicts between staff needs and public/parent opinion

Bias and stereotype: Bias and stereotypes—whether unconscious or systemic—can influence the way educational leaders make decisions

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1) Lack of Resources

2) Large classroom sizes

3) Limited professional development and time to address lessons and student needs

4) Motivation and engagement (leading to burnout from high stakes)

5) Lack of parental involvement

6) Curriculum Inflexibility (not accounting for all learning styles / hard to teach)

7) Language Barriers

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Group 8: Yimo’s Group Topic D — Teachers 

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Group 8: Yimo’s Group Topic D — Teachers 

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Limited Resources: A lack of teaching materials, technology, or support staff and not enough PD.

Support in Spec. Ed Classrooms: More teachers/support staff readily available to support individual learning neeeds.

Heavy Workload: Overwhelmed by administrative tasks, teachers may struggle to provide individualized attention to students. Limited planning time and large class sizes.

Time: Takes time to plan lessons as well as plan for each student within a short allotted planning time.

Training Gaps: Insufficient training in special education or inclusive practices can leave teachers unprepared to meet all students' needs.

Stress: High levels of stress from workload, expectations, and emotional demands can lead to teacher burnout, affecting their effectiveness in the classroom

Technology: Teachers may feel ill-equipped to integrate new assistive tools effectively into their teaching.

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Financial stresses/impact, access to technology, time available with kids, language barriers (i.e. parents that are not English speakers having difficulty when communicating with the teacher), lack of understanding of the curriculum, personal belief systems/cultural differences, family issues/stress

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lack of parent-teacher communication

language barriers

home environment (finances, accessibility), at home constraints

Limited time

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Barriers that impact leadership to learning:

Funding and resources can make providing materials, technology, extracurricular, and special education programs difficult.

How resources are distributed

Leadership styles differ amongst schools which impacts learning and leadership development

Educational policies (ie, standardized testing) can limit flexibility in addressing students' individual needs

Large classroom sizes can influence whether or not students' needs are being met

Lack of personal connection to leadership and students