Hi, if it helps a little more you can identify barriers via the categories of institutional, environmental, personal/professional and attitudinal.
Barriers exist where attitudes that fail to see the benefit of supporting children's slc needs are present - importance of early identification on
talkingpoint.org.uk. Attiutudes towards behavioural, social and emotional development where children experience speech, language and communication needs and the importance of challenging discrimination can be found in
SHC 32 promote equality and inclusion unit.
Personal/professional barriers are where practitioner's are unable or unwilling to develop their practice to recognise childrens' SLCN and as such a barrier is put in place that prevents children from continuing on with their own individual patterns of positive behavioural, social and emotional development.
Institutional barriers are ineffective policies and procedures that prevent referrals and assessments of children's needs being made. Institutions are also places that can value their workforce colleagues by ensuring barriers to training are removed and as a direct result ensure children who experience speech, language and communication needs do not also experience situations where their development is negatiely affected.
Environmental barriers can be local service provision and the ease of accessing those services - transport for provider & child to reach each other, funding, availability of resources and physical space of a setting to include equipment that supports children's development.
Staffordshire's
behavioural, social and emotional difficulties is an excellent read.
Inclusion development programme is archived national guidance on education.gov.uk
CYPOP 22 unit on OCR.org.uk
Hth a little more