DEFINING AIMS
Special educational needs are associated with various forms of difficulties.
- physical
- hearing
- visual
- language
- emotional/ behavioural
- learning
Most pupils with SEN who are educated in mainstream secondary schools have needs which are associated with difficulties in learning to varying degrees.
Such difficulties could include the following, whether in isolation or in combination:
- a low level of motivation
- difficulties with reading and writing
- difficulties with handwriting and spelling
- communication difficulties
- a poor self image
- an inability to concentrate
- a high level of distractibility
- a high level of dependency on the teacher requiring constant attention and assurance
- an unwillingness to be involved
- extreme shyness and inhibitions
- a slow work rate
- an infrequent or irregular pattern of attendance
- a lack of elementary personal/social skills
- a weak visual/aural memory
- difficulty in repeating and pronouncing what is heard
This list of types of difficulty is by no means exhaustive, but it does give an indication of the extent of the challenges posed for all staff, including teachers of MFL who teach children with these difficulties,
It is important to recognise that young people with SEN, like all learners, are individuals. They do not constitute a homogenous group. They have different levels of learning and progress at different rates.
Consequently the forms of support they will need will be diverse.
Learning arises from activity, and teaching approaches are the key to active learning. The use of a wide range of methods allows different learning styles to flourish. This is essential in enabling young people with LD (learning difficulties) to learn in the most effective ways for them.
Variety arises from different ways of organising the learning activities, resources and environment. Choosing the most appropriate methods and approaches for meeting individual needs will lead to successful learning.
This process of matching activities and approaches to the needs of individual learners usually involves a series of stages which can be outlined as follows...