Identification & Assessment of Barriers to Learning

Vocabulary-based flashcards covering the concepts, models, and strategies for identifying and assessing barriers to learning, based on Learning Unit 3.

Learning Support

Enriching regular classroom teaching using various teaching and learning strategies to meet specific learning needs and reach the maximum level of independence through collaboration and shared responsibility.

Medical Deficit Model

An approach that focuses on diagnosing, labeling, and treating impairments to 'fix' them in a special environment, seeing the problem as existing within the learner.

Socio-ecological Model

An approach focused on the level of support needed to function optimally, viewing learning as a continuous developmental process that highlights strengths and accessible assets.

Remedial Education

A problem-centered, needs-based approach to learning difficulties that focuses on rectifying learner deficits and shortcomings, often involving specialist intervention.

SIAS

The National Strategy on Screening, Identification, Assessment and Support.

Asset-based Approach

A focus on using intrinsic strengths and extrinsic assets to actualize an individual's personal attributes and make them less daunted by challenges, as noted by Bouwer ($2011: 57$).

Strengths

Intrinsic characteristics such as a positive disposition, initiative, motivation, engagement, and developmental assets like abilities and knowledge.

Assets

Extrinsic resources including people and relationships, community facilities, services, and time that affect interactions and support.

Asset Access Mapping

The process of recording or mapping the way in which specific assets might be accessed to support a learner's challenges.

Dynamic Assessment

A test-teach-retest process focused on learning potential and mediation within the Zone of Proximal Development ($ZPD$).

Accommodations in Assessment

Adaptive acts or measures aimed at making information and questions equally accessible, such as changing formats, layout, language, or administration duration.

Norm-referenced Assessment

An assessment style that compares an individual's achievement to the average performance of a specific group (the 'norm').

Criterion-referenced Assessment

An assessment that examines particular outcomes in a level-appropriate way, identifying whether specific criteria have been met.

Bio-ecological Model

A framework for conducting assessment using four elements: process, person, context, and time ($PPCT$).

Learned Helplessness

A state where a learner becomes overly dependent on others, which learning support aim to overcome by maximizing independence through scaffolding.

Mediation

Internalizing support within the Zone of Proximal Development through actions like restructuring questions, providing scaffolding, and modeling tasks.

SBST

School-Based Support Team, one of the primary role players in providing school-level support.

DBST

District-Based Support Team, a professional system level of support in the bio-ecological model.