Chapter 2: Learning Differences and Barriers to Language Learning
Alexandra Burke
Abstract
As we all see the world through our particular filter of experience, we are often not aware of why others react as they do in classrooms. Does a student suddenly not being interactive mean they are off-task, or could it be that they are actively processing what they learned? Teacher awareness of, along with the modeling of inclusive practices, profoundly changes who does and doesn’t feel welcome at school. How long students remain at school has a profound influence on their social, physical, economic and general future. This chapter includes examples of what barriers, hidden or other, students face. Some personal examples are provided on how it feels to be neurodiverse. There are also common situations that can occur in classrooms that teachers should be aware of. Key definitions about used in both Japan and other countries. The learning environment in Japan is changing quickly due to the implementation of the Global Information Gateway for All (GIGA School initiative.) Some introductory comments on why this is a very positive step for people with neurodiversity are included.
About the Contributor
Alexandra Burke is a part-time Lecturer at Gifu Shotoku Gakuen University, Shiga University, and the University of Shiga Prefecture. Her research field is how people with neurodiversity encounter and can overcome barriers at all life stages. She was born into a multi-generational neurodiverse family and has chosen to be open about her educational journey to allow others to feel more comfortable exploring what is a "taboo" topic to many. Burke has worked extensively in the classroom setting supporting teachers and learners to change practice methods that will unlock the potential of this group. She has received multiple "Michele Steele Best of JALT Awards" for Chapter presentations and also Best Poster Awards at JALT international and Online Conferences. Her goal is that any person with neurodiversity will have access to a welcoming educational environment and the assistive technology they need to thrive in society.
Citation
Burke, A. (2024). Learning differences and barriers to language learning. In A. Burke, D., Young, & M. L. Cooke (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 65-85). Candlin & Mynard. https://doi.org/10.47908/30/
Appendix A [Poster by Clarke & Burke, 2022: Living with ADHD]
As we all see the world through our particular filter of experience, we are often not aware of why others react as they do in classrooms. Does a student suddenly not being interactive mean they are off-task, or could it be that they are actively processing what they learned? Teacher awareness of, along with the modeling of inclusive practices, profoundly changes who does and doesn’t feel welcome at school. How long students remain at school has a profound influence on their social, physical, economic and general future. This chapter includes examples of what barriers, hidden or other, students face. Some personal examples are provided on how it feels to be neurodiverse. There are also common situations that can occur in classrooms that teachers should be aware of. Key definitions about used in both Japan and other countries. The learning environment in Japan is changing quickly due to the implementation of the Global Information Gateway for All (GIGA School initiative.) Some introductory comments on why this is a very positive step for people with neurodiversity are included.
About the Contributor
Alexandra Burke is a part-time Lecturer at Gifu Shotoku Gakuen University, Shiga University, and the University of Shiga Prefecture. Her research field is how people with neurodiversity encounter and can overcome barriers at all life stages. She was born into a multi-generational neurodiverse family and has chosen to be open about her educational journey to allow others to feel more comfortable exploring what is a "taboo" topic to many. Burke has worked extensively in the classroom setting supporting teachers and learners to change practice methods that will unlock the potential of this group. She has received multiple "Michele Steele Best of JALT Awards" for Chapter presentations and also Best Poster Awards at JALT international and Online Conferences. Her goal is that any person with neurodiversity will have access to a welcoming educational environment and the assistive technology they need to thrive in society.
Citation
Burke, A. (2024). Learning differences and barriers to language learning. In A. Burke, D., Young, & M. L. Cooke (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp. 65-85). Candlin & Mynard. https://doi.org/10.47908/30/
Appendix A [Poster by Clarke & Burke, 2022: Living with ADHD]
Information About the Book
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...