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Tbe BTBE Difference 

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"

  • 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"

  • 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.


"Low parent involvement in school"

  • 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.


"Inadequate education provisions for children with special needs"



  • 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.

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