By Sally McKeown
All lecturers are assembly extra students with exact wishes in mainstream study rooms. even supposing there are basic concerns to pay attention to topic experts will continuously wish particular assistance and examples. This sequence combines SEN services with topic wisdom to provide useful and instant help. Covers: * coverage writing and the way to do it * easily rationalization of SEN labels * growing an inclusive lecture room setting * operating with TA's
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Additional info for Meeting SEN in the Curriculum: Modern Foreign Languages (Meeting SEN in the Curriculum)
Sample text
Au revoir . ’ Tell them what you expect: that they will speak in the target language, repeat phrases aloud, listen to one another and do homework. Model, explain, practise and reinforce routines. Tell them what they have to bring to each class: do not assume they will bring pen, pencils, coloured pencils, paper, etc. Teach them the words for these and check regularly. g. ‘Il y a cinq questions. g. ’ Plan for appropriate social interaction. How will pair work and group work be incorporated? Careful partnering can make a big difference to pupils with SEN, for example a pupil with a sight impairment may have a well-developed auditory memory.
Ensure access to appropriate ICT equipment for the subject. If it is the pupil’s voice, it must be set up in every session. Provide opportunities for practising and speaking the language in a supportive environment. Even if the pupil’s speech is hard to distinguish, the practice does help to improve memory and comprehension. Make sure the department has a word-processing package with language characters, accents, etc. uk 27 Meeting Special Needs in Modern Foreign Languages Meeting Special Needs in Modern Foreign Languages Down’s Syndrome (DS) This is a genetic condition caused by the presence of an extra chromosome 21.
In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairments or severe medical conditions. Pupils with PMLD require a high level of adult support, both for their learning needs and for their personal care. They are able to access the curriculum through sensory experiences and stimulation. Some pupils communicate by gesture, eye pointing or symbols, others by very simple language. Their attainments are likely to remain in the early P scale range (P1–P4) throughout their school careers (that is below level 1 of the National Curriculum).