Abstract
These At its heart’s core, this longitudinal study explores the factors affecting learning accessibility for children and adults within a specific context. Learning accessibility is understood as ‘the individual’s personal circumstances and experiences located within and across contexts which impede or support that person in accessing learning’ (Higgins, 2008, p. 11).
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Higgins, A. (2014). I Felt Safe to be a Child, I Wanted to Learn. In: Zandvliet, D., Brok, P.d., Mainhard, T., Tartwijk, J.v. (eds) Interpersonal Relationships in Education. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-701-8_6
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