Special Needs


	MFL & INCLUSION

SPECIAL NEEDS

Learning and teaching

This section of the site focuses on support in modern languages for children with particular needs. There are separate pages on support for children on the autism spectrum, those with dyslexia , hearing impairments and children who experience difficulties in speech, language and/or communication. There are also pages on visual impairment and Down's syndrome.

Support for other special needs, or special needs generally, are noted below. Please let me know if you have found other good sources of advice or materials which could be added to the lists.

My own thoughts about the benefits and practicalities of offering MFL to school students with special educational needs can be found in Workshop 3 and in various items on the page that asks Why?

27.2.09 Memory issues

Foreign language learning makes heavy demands on pupils' ability to remember vocabulary. This is challenging for all pupils. but for those with limited or impaired 'working memory' the problem will be particularly acute. They will already have difficulty in understanding and remembering what they have to do, even if instructions are given in their L1; understanding and remembering language and instructions in L2 will inevitably compounds their difficulties. Yet few MFL teachers are familiar with learning difficulties involving impaired memory. Here are two links which may begin to raise awareness of the special problem such children face.

Memory issue 'hits 10% of pupils'
http://news.bbc.co.uk/1/hi/education/7267352.stm
Making 'working memory' work in the classroom Research by TP Alloway
http://www.york.ac.uk/res/wml/Early%20Years.pdf

12.12.08 DCSF Key Stage 2 Framework for languages Part 3: Section 4: Inclusion - languages for all

Considers:

- teaching and supporting children with Special Educational Needs
- identifying an supporting linguistically able children
- teaching and supporting pupils for whom English is an additional language

Some quotations:

"It is important that all children, including those with special educational needs, linguistically able children and children who are learning English as an additional language are integrated into language lessons and that their particualr learning needs are fully supported."

"Evidence suggests that children can operate in a new language at the same conceptual and linguistic level as in their own language; this ease of transference promotes general linguistic development." Go here and scroll down to find Part 3 Section 4 for download.

http://www.primarylanguages.org.uk/policy_and_research/policy_and_reform/key_stage_2_framework.aspx


	Qualifications and Curriculum Development Agency (QCDA) - Inclusion and Special Educational Needs Effectivr, inclusive teaching helps all learners reach their full potential, whatever their needs. http://www.qcda.gov.uk/curriculum/80.aspx


	Special Educational Needs in Europe The Teaching and Learning of Languages Insights and Innovation European Commission, January 2005 The full 208-page report and a 6-page summary can be found at this address: http://ec.europa.eu/education/policies/lang/doc/special_en.pdf. For extracts and items by educators working in Scotland, see below:

	Extracts from EU report Special Educational Needs in Europe: The Teaching and Learning of Languages: Insights and Innovation.

	Modern Languages for All: The Challenge for Schools and Education Managers - H McColl

	Communication and Interaction Difficulties - V Wire

	Cognition & Learning Difficulties - M Crombie


	LINGO: 50 ways to motivate language learners This EU study is available to download at http://ec.europa.eu/education/policies/lang/key/studies_en.html It includes an account of the ALLEGRO project (Access to Language Learning by Extending to GRoups Outside) (page 9). ALLEGRO's own website is at: http://www.allegro-lingua.net Lingo also includes the LISTEN & TOUCH project (page 34) which created learning and training materials to make it easier for blind and visually impaired people to learn English as a foreign language. The project website offers a downloadable publication: Methodology of teaching a foreign language to the blind. Go to http://www.listenandtouch.org


	Inclusion classes in USA, Austria and Italy An account by Marianna Buultjens of her visits to schools in three countries. From the Newsletter of the Scottish Sensory Centre. http://www.ssc.education.ed.ac.uk/resources/general/internat.html


	Mobility International USA Empowering people with disabilities around the world to achieve their human rights through international exchange and international development. http://www.miusa.org/


	Valerie Nicholls uses Montessori approaches to early language learning and uses similar approaches with children who have learning difficulties. Two articles about her methods can be downloaded from her Amstramgram website. Look for articles on Special Needs and a second language. Widening Horizons: why foreign languages are good for children with communication difficulties (to download in two parts)


	Using symbols Do you use symbols with your students? Do you use also use symbols for foreign language learning? The stories here (French, German, Spanish and Dutch) are long and quite advanced, but they may give you some ideas about how you could use symbols to support foreign language learning in your own context. http://www.symbolworld.org/learning/languages/index.htm

Making independent language learning accessible to disabled university students

This downloadable Guide to Good Practice provides details of design and provision of resources as well as technological aids, lists of contact organisations and useful websites.

It includes the following downloadable appendices:
Appendix 2: The current state of electronic mobility devices and electronic orientation aids for blind and partially sighted people
Appendix 3: Case study 1 - Gita Ganger, partially sighted university language student
Appendix 4: Case study 2 - Clare Mar-Molinero, partially sighted member of university language staff
Appendix 5: Accessibility and the language learner with dyslexia.

http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=1411


	This page on wikispaces has links to sites dealing with second language learning for learners with various learning difficulties: http://languagelinks2006.wikispaces.com/Special+Needs


	A World Awaits You An online journal full of firsthand accounts by people with disabilities about their success in international exchange programs and their advice for others: http://www.miusa.org/ncde/away/index_html


	English without Frontiers This EU funded project offers a curriculum (method, syllabus and materials) for teaching English as a Foreign Language to adult learners with intellectual disabilities or learning difficulties. The curriculum was developed by an international consortium as part of the Barrier-Free Language Learning project to demonstrate that adult learners with intellectual disabilities can and want to learn foreign languages. Even if the materials themselves are not of interest to you, there is plenty of good advice on screen that can be applied in teaching any language. http://www.englishwithoutfrontiers.com/


	The Scottish Qualifications Authority (SQA) webpages for disabled candidates The pages provide information about assessment arrangements for candidates with additional support needs. http://www.sqa.org.uk/sqa/14977.html


	CALL Centre Scotland (Communication, Access, Literacy and Learning) Specialist expertise in technology for children who have speech, communication and/or writing difficulties. Here, you will find information and resources on how Information and Communication Technology (ICT) can make a major impact on the education of children and people with special educational and communication needs. Find their new website at: http://www.callscotland.org.uk/Home/


	National Curriculum (England) Making the most of the new curriculum to support both gifted and talented students and those with SEN, in languages. http://www.all-nsc.org.uk/files/langsinc.pdf

New Jersey World Languages Curriculum Framework
http://www.state.nj.us/education/frameworks/worldlanguages/
See, in particular:

Chapter 12: Instructional adaptations for students with diverse needs. In two parts: 1. Adaptations for students with disabilities. 2. Adaptations for exceptionally able (gifted) learners

Appendix C: Methodology for innovative instruction

Appendix D: Instructional strategies

Appendix E: Graphic organizers


	Provision of Modern Foreign Languages for lower achievers and pupils with special educational needs in secondary schools In England, Scotland and the Czech Republic (Thesis submitted In fulfilment of the requirements for the Degree of M.Litt to the University Of Glasgow Faculty of Education, May 2008.) Mary Clare McEachern - Kelly http://theses.gla.ac.uk/218/01/2008McEachern-KellyMlitt.pdf

Making your teaching inclusive
Detailed information and advice from the Open University for those teaching disabled students at tertiary level.

Barriers to learning
http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/index.php

Preparing to teach inclusively
http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/preparing-to-teach-inclusively.php


	Language Learning Disabilities: Theoretical and Practical Tools for English Teachers in Finnish Upper Secondary School A 2005 thesis by Katriina Viskari for the Department of Languages University of JYVÄSKYLÄ, Finland. The introduction is in Finnish, the main paper is in English. https://jyx.jyu.fi/dspace/bitstream/handle/123456789/7414/URN_NBN_fi_jyu-2005164.pdf?sequence=1


	A blog from the University of Cordoba about teaching English as a foreign language to students with hearing and visual impairments and other special educational needs. It focuses on understanding the needs of students and provides links to other sites that propose strategies for meeting those needs. http://blindanddeafenglishstudents.blogspot.com


	For a comprehensive list of resources for all SEN areas, see the National Grid for Learning's Inclusion website: http://inclusion.ngfl.gov.uk/index.php?i=1


	Two articles on the links between SEN and 'gifted and talented' Identifying children who are gifted or talented: http://www.teachingexpertise.com/e-bulletins/links-between-sen-and-gifted-and-talented-6636 Supporting gifted and talented children: http://www.teachingexpertise.com/e-bulletins/links-between-sen-and-gifted-talented-part-2-6706


	Latin for students with Learning Disabilities A short paper from the University of Colorado, US that includes reasons why Latin is a viable choice for students with learning problems, a list of characteristics that describe the ideal teacher for students with learning disabilities (not just languages - so may be of more general interest), and The Organizational Characteristics of an Ideal Latin Class are Appropriate for LD Students (which, again, may have more general application). http://www.camws.org/cpl/educators/LatinforLDbrochure.pdf


	Foreign language learning and Special Needs Children Some useful links on early learning benefits: http://www.cal.org/earlylang/benefits/special_needs.html


	HandsOnScotland: a toolkit of helpful responses to encourage children and young peoples' emotional well being http://www.handsonscotland.co.uk


	Gifted and talented - National Curriculum Making the most of the new curriculum to support both gifted and talented students and those with SEN, in languages http://www.all-nsc.org.uk/files/langsinc.pdf


	Books for all: Making accessible curriculum materials for students with ASN http://www.booksforall.org.uk/Home/


	Latinteach Another blog dedicated to the teaching and learning of Latin, including views on teaching Latin to students with learning difficulties. http://latinteach.blogspot.com/2009_07_01_archive.html


	Online communities Seventeen online communities are listed on the National Grid for Learning website to support practitioners who work with learners with individual learning needs. Find the list here: http://inclusion.ngfl.gov.uk/index.php?i=240


	Help for teachers on dealing with epilepsy in the classroom Available to download at http://www.epilepsyscotland.org.uk


	Creating Accessible Teaching and Support (CATS) A website from the Australian Learning and Teaching Council that aims to encourage equitable, inclusive access to university education for people with disabilities. It provides information about inclusive teaching, learning, assessment and support. http://www.adcet.edu.au/Cats


	Sim-dis This site provides basic descriptions and simulations that are intended to raise awareness of what it is like to have autism, dyslexia, hearing or visual impairment. (Additional plug-ins are required to view or hear the simulations.) http://www.techdis.ac.uk/resources/sites/2/simdis/index.htm


	Foreign language education for all students A position paper from the National Council of State Supervisors for Languages (NCSSFL) http://www.ncssfl.org/papers/index.php?allstudents


	* * STAR REFERENCE * * For a wealth of practical information on teaching foreign languages to learners with disabilities, see David R Wilson's website: http://www.specialeducationalneeds.com Resources include case studies, advice on ICT solutions, and an extensive bibiliography with - in the latest edition I have seen - 1631 items from around the world. Well worth a visit!


	WHERE TO NOW?		Language learning and...
			Language learning and...


	This work is licenced under a Creative Commons Licence.


	TOP