Harrison Barriers to Learning Chart

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It's very important for us to consider barriers that might be present in our lessons or training. The chart below lists the barriers the barriers, solutions, and technology that can be used to overcome barriers to learning. The information is based on the lesson plan that was submitted prior to this assignment.

Barriers to Learning
Barrier	Solutions	Technology
For anyone who has difficulty writing, taking notes, or copying	Provide a copy of the notes and/or handouts such as graphic organizers in a format such as PowerPoint that is easy to read, follow, and understand. Include headings, subtitles, and other such information that corresponds to the lesson outline. Students can also do research and complete an online quiz.	Use tools such as the MySimpleShow video explainer tool to transform text into an animated video, Co:Writer word prediction software, and the Draft:Builder writing tool to break down the writing process into three manageable steps
For anyone who has difficulty with the mechanics of language or definitions	Review and clarify definitions of terms. Provide relevant examples and illustrations. Ask questions to check for understanding.	Use tools such as VocabAHead for learning new words, Voice Recognition to convert speech to text, and Kurzweil 3000 to help improve literacy
For individuals who may have difficulty with organization, focusing, paying attention, etc.	Use catchy titles and include images, videos, fonts, etc. to gain and keep students’ attention and minimize distractions. Provide notes or handouts such as graphics organizers that allow students to fill in blanks or add missing information.	Use tools such as Google Keep and WorkFlowly to improve management and organization
For students who have difficulty following directions, issue with hyperactivity, fears associated with school or personal problems, self-esteem issues, etc.	Provide positive feedback and reinforcement. Demonstrate what students are expected to do. Include hands-on materials and experiences. Assist with tasks before requiring student to work on their own. Reiterate expectations and increase motivation. Provide coping strategies that students can use to help keep their behaviors under control.	Use Dyslexie font and OpenDyslexic open source font to increase readability for dyslexics and the Octopus Watch that teaches good habits and the concept of times, as well as fosters responsibility, independence, and self- esteem
For students who have difficulty using their muscles and body or putting ideas in sequence	Provide a copy of notes, handouts, and online assessments when the use of computers or iPads is not possible. Break things into smaller tasks and provide ample time for them to be completed. Modify activities including methods of completion. Provide reference tools to help with writing.	Use tools such as Voice Dictation speech recognition software and the Sip and Puff adaptive switch to send signals to a device
For students who have difficulty with verbalization and understanding spoken words	Provide a copy of notes handouts and other materials. Allow the use of sign language and pictures for communication. Provide seating near the front of class. Modify activities to meet their needs. Represent information visually and explain images.	Use tools such as SpeechViewer III for speech therapy and speech modification and Overstream for video captioning
For students who learned English as a second language	Translate text into the students’ native language.	Use tools such as duoLingo to learn a new language and Dotsub to caption videos and transcribe them into other languages

http://stacynharrison.com/BarriersChart.html (February 2018)