Extrinsic Barriers To Learning

A barrier to learning can be seen as anything that prevents a learner from learning effectively or something that stands in the way of a learner’s academic success. Barriers to learning are problems or situations that prevent learners from accessing programs, make it difficult for learners to go to class or make it hard for learners to concentrate and learn (Hughes, 2009:8). Nel, Nel and Hugo (2013: 15) indicate that learning barriers are situational factors that can cause a breakdown in learning. Nel (2013: 17) views barriers to learning as factors that prevent a learner from being able to learn adequately.

2.2.2 Medical model of barriers to learning

Historically, learners who were unable to achieve academic success, were taken for assessment

Extrinsic barriers

With the shift from exclusion to inclusion and the implementation of the White paper 6 on inclusive education, there has been a movement towards the socio-ecological model. It is thus accepted that barriers can occur outside the learners (DoBE, 2001: 16). Such barriers that are found in the environment or community are known as extrinsic barriers to learning (Hughes, 2009: 13).

Nel, Nel and Hugo (2013: 15) divide extrinsic barriers into three groups namely socio-economic barriers, systemic problems and pedagogical causes. Socio-economical barriers include aspects such as poverty, family systems, abuse, crime, violence in the neighbourhood, gangsterism, lack of basic amenities such and water and electricity, gender issues, cultural issues and home language differing from LoLT. Nel (2013: 18) indicates that systemic problems include lack of basic and appropriate learning support materials, inadequate facilities at schools, overcrowded classrooms, lack of mother tongue instruction and dysfunctional management

Furthermore these documents also prescribe key initiatives needed to respond effectively to diversity such as the Tirisano programme and the new language policy. The White Paper on Integrated National Disability Strategy (1997), The National Commission on Special Education Needs and Training and The National Committee on Education Support Services (1997) provide teachers in South Africa with the needed strategies for access to the curriculum for learners with impairments; consequently supporting the shift from the medical model to the socio-ecological model where the emphasis is placed on the accommodation of all learner needs. These policies help teachers understand barriers to learning in the South African context and the use of respectful terminology. It furthermore provides information about where in the system learning is breaking down as well as aspects that cannot accommodate diversity (Swart & Pettipher, 2005: