According to the study, ALL IN SCHOOL Global Initiative On Out Of School Children: Eastern Caribbean there are many Barriers to Exclusion for students. Below is a list of these barriers and what BTBE is currently doing to overcome them.

 

 

"Inadequate student support for struggling learners"

 

 

• Taking one student at a time and creating individualised programs based on their needs.

• Staff trained to work with students with learning disabilities in a variety of teaching styles.

• Continuous support from our parent body, Big Picture Learning.

• Continuous assessment of students.

• One on one support classes for students.

• Comprehensive reports sent out each term based not only on academia.

 

 

"Deficiencies in teacher quality and training"        "Secondary school teachers’ attitude towards academically weak students"

 

• Advisors/ Teachers all train in Learning Big Picture, online professional development (PD) courses.

• Advisors and teachers go through PD in school holidays, learning the most current methodologies for working with learning disabilities.

• Each member of staff has a mentor whom they can turn to for advice and support.

• Annual international educational conference attendance for teachers/advisors.

• Teachers are given the freedom to teach the curriculum in their best way possible, they do not teach “by the book”.

• Strong bond and respect built between all members of staff.

 

 

"Boys’ disadvantage in education participation and performance"

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• Real-world learning opportunities provided weekly for junior and senior students.

• Positive mentors within the community that male students can work with and look up to.

• Dynamic and hands-on teaching methods.

• Personalised learning strategies.

• Positive reinforcement in classrooms.

 

 

"Poor readiness of students for transition from primary to secondary"

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• A wider variety of subjects taught than in traditional schools.

• Project-based independent learning.

• Time management skills taught.

• Critical and creative thinking classes.

• “Job work” for junior students to build responsibility.

 

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"Low parent involvement in school"

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• Open door policy at school.

• Parent involvement in project work.

• Detailed and honest updates sent to parents.

• Individualised programs put together with the input of students, parents, advisors/ teachers and mentors.

• Family counselling available.

• Strong relationships built between parents and advisors/teachers.

• Inclusion of parents in learning outcomes and public displays of work.

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"Inadequate education provisions for children with special needs"

 

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• A class structure that can accomodate special needs students where necessary.

• An unbiased culture of inclusion created among all students.

• Advisors/teachers who are trained/ have experience with students who have special needs.

• Therapists and specialists on call to help speech therapists, behavioural therapists, occupational therapists, psychologists and counsellors.

• The BTBE program model translates well across students of varying capabilities.

• Class structure that can accomodate special needs students where necessary.​