Inclusive Learning and Educational Equity 5

Expression of Latent Barriers in Cognitive Processes
The beginning of the third 
cycle of action research was marked by new external challenges caused by the 
COVID-19 pandemic. After the universal quarantine was introduced, schools in 
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Lithuania were closed, and distance learning started. This new learning experience 
became a challenge to students as well as teachers. However, researchers’ observa-
tions of online lessons and discussions with teachers allowed the revelation of the 
existence of latent barriers. Such latent barriers divert the teacher’s attention to their 
consequences and prevent them from identifying the real essence of a student’s 
failure.
Assigning learning barriers to social circumstances is a frequent characteristic of 
wrong decisions. When distance lessons started, Maikas and Timotiejus demon-
strated signs of passive participation. They joined the lessons but did not show any 
signs of active involvement and were hiding their faces behind profile pictures. 
Maikas hid himself behind Hitler’s face, whereas Timotiejus’ profile had a picture 
of loudly screaming Trump. Such masking of students is a signal to the teachers 
about their wellbeing. The teacher and the researchers held reflections after each 
observed lesson. Such a position of learners was considered a sign to conduct a 
deeper analysis of the nature of possible barriers and variants of eliminating them. 
During the lessons observed earlier, it was noticed that after the public failure, 
Maikas starts behaving in a destructive way but does not withdraw from the learning 
process.
Researcher: I’ve noticed that Maikas possesses a lot of leader’s qualities. Maikas’ charac-
ter is his strength. However, he cannot cope with a failure or defeat, and that is why he just 
confines himself or starts behaving bad
. ... Perhaps he is also afraid of publicity. Maikas 
clearly demonstrated that. The teacher asked, he disconnected and then connected again
. 
(Reflection with teacher, 25).
The student’s behaviour demonstrates the fight between the character’s expres-
sion and his wellbeing. His character encourages active engagement during lessons 
and a wish to learn together with others, but his fear of public failure is likely to 
create certain barriers. External identification with Hitler, a strong but universally 
condemned personality, allows him to draw attention to himself and express his 
resistance to the situation that suppresses him. Meanwhile, the teacher focuses more 
on external reasons and thinks that they can account for Maikas’ avoiding learning 
without linking it with learning barriers.
Teacher Alma: It would be simpler if the parents hadn’t sent him to a Lithuanian school 
because he constantly protests against Lithuanianess
.
Researcher: English is not Lithuanianess. He wants to be a leader, but he doesn’t succeed 
and then, knowing more about Russia, he tosses related phrases. With his character, it is 
important to show niches for his leadership
. (Reflection with teacher, 25).
The analysis of the situation confirms the link between the educational environ-
ment and the use of student’s learning powers. Limiting possibilities for student’s 
self-expression, the environment inhibits prerequisites for student’s cognitive activ-
ities and evokes his/her non-traditional behaviour, which complicates the search for 
educational solutions while creating learning scaffolds.
The situation of Timotiejus is different. The reason for his learning problems is 
obvious—limited language comprehension due to impaired hearing. However, the 
problems of active participation in lessons are very similar to Maikas, the student 
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ė and O. Monkevičienė

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discussed above. Social reasons are emphasised during the reflection with the 
researchers, and in this case by the teacher.
Teacher Alma: In his family, they communicate with Timotiejus via SMS because it is more