RB
Robert William Barnard Head of Department (English) at The Anglo Mexican Foundation, The Winston Spencer Churchill School

In the first of three articles, Robert William Barnard and Ruan Hendrik Henn explore how and why schools must address the learning challenges some of their students face in order for their students to succeed. They also consider the implications of neglecting learning challenges and highlight the potential negative impacts and the benefits of Individual Education Plans (IEPs)

The education system is designed to ensure that every student is provided with the necessary education and skills required for success. However, effective learning does not come easy for all students. Some students face learning challenges and require special attention and support to achieve success academically. These students are expected to receive special education services to cater to their specific learning needs. Yet, every school must recognize and address the learning challenges of students, and not just special education schools or classes. Additionally, this approach promotes a culture of acceptance and recognition of differences, which has far-reaching positive effects that extend beyond the classroom. Research shows that diverse schools significantly improve students' social and emotional competence and relations with their peers, which can bolster academic achievement (Quezada et al., 2018). This article aims to explore the need to address the learning challenges of students in every school and the implications of neglecting this aspect in education and educational institutions.

Learning challenges in students

Learning challenges may arise due to various reasons such as cognitive, social, emotional, and physical factors. These may include learning barriers like; ADHD, autism, dyslexia, dyscalculia, hearing and visual impairments, emotional or behavioural disorders, and speech and language disorders, as well as other types of syndromes and disorders. These challenges can have a severe impact on a student’s academic and social development, making it difficult for them to cope with the regular curriculum. As a result, students who face such challenges may require; “Individual Education Plans (IEPs) are used by many schools as a planning, teaching and reviewing tool for children and young people with special educational needs (SEN).” (The National Autistic Society, 2020) Individual Education Plans (IEPs) are designed to support students with diverse learning needs and help them achieve their academic goals. However, there are some potential negative impacts of IEPs on schools and students, which include: 
  • Limited resources: Developing and implementing IEPs can require significant time and resources from schools, including specialized staff, materials, and equipment. This can divert resources from other areas and limit the ability of schools to provide equitable services to all students. 
  • Stigmatization: Some students with IEPs may experience stigmatization or labelling by peers and teachers, which can lead to social isolation and low self-esteem.
  • Inequity: In some cases, IEPs may perpetuate inequities by focusing on deficit-based approaches to learning rather than recognizing and building on students' strengths and abilities. This can lead to lower expectations for students with disabilities and limit their opportunities for success.
  • Over-reliance on IEPs: Schools may become overly reliant on IEPs to address the needs of students with disabilities, rather than adopting a more universal design approach that benefits all students. This can result in missed opportunities for inclusive education and limit the potential for all students to reach their full potential.

It's important to note that these potential negative impacts of IEPs are not universal and can be mitigated through careful planning, collaboration, and a focus on equity and inclusion. IEPs can play a valuable role in supporting students with diverse needs and promoting a more inclusive and equitable education system when implemented effectively.

In part two, Robert William Barnard and Ruan Hendrik Henn explore IEPs further, considering the negative impacts that they may have on schools and students. They also explore how addressing learning challenges in every school and education system can help prevent achievement disparities between students with and without disabilities. 

 

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