Strategies Important for People with LD

Strategies Important for People with LD

"Through socialization within the family, in the school and, later on, in working life, a positive disposition toward adult education becomes a part of some groups’ habitus but not of others". There can, in fact, numerous barriers to adult learning which primarily depend on the individual’s own circumstances, background and personality. Obstacles can be broadly classified into three categories.&nbsp.&nbsp.
Physical barriers include lack of time due to work, family, and childcare responsibilities, difficulties in paying course fees and fear of losing benefits, disability, particularly lack of mobility, ill health and difficulties with reading and writing, English and numeracy.&nbsp.&nbsp.
Attitudinal barriers are the hardest to overcome and include nervousness about going back to the classroom and concern about not being able to keep up, negative perceptions of schooling and scepticism about the value of learning, low self-esteem and lack of confidence both generally and in relation to learning, low aspirations and lack of role models, lack of trust in ‘officialdom’ and formal institutions or organizations and age- One in five non-learners think they are too old to learn.&nbsp.
Structural barriers: These may relate to both supply (provider) and demand (learner), and include lack of transport, limited learning opportunities locally, lack of facilities and equipment, lack of necessary qualifications and lack of knowledge about local learning opportunities and learning advice sources.&nbsp.&nbsp.
Apart from these, the learning provision has to be attractive to adults and relevant to their experience, flexible to suit adults’ circumstances and schedules and should be supported by outreach programmes to attract adults who otherwise might not consider learning. It should also be backed by pertinent, up-to-date information and sound advice.&nbsp.

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