LANGUAGES WITHOUT LIMITS
Not all learners are equally well served by the availability of expert advice on how they might benefit from the inclusion of some form of foreign language learning in their curriculum.
That is not to say that learners not represented elsewhere on this site cannot benefit from language learning. Indeed this website is built on the premise that all but a very, very few children can benefit from exposure to other languages and other cultures.
An investigation into foreign language learning in special schools and mainstream units in Scotland in 2002 found that...
Although, overall, pupils with severe, profound and complex learning difficulties (SLD) and those with social, emotional and behavioural difficulties (SEBD) are somewhat more likely than others not to be included in modern language programmes, pupils of all abilities, including those with SLD and SEBD, are represented in the programmes described in this survey. The decision whether or not to offer modern languages appears to relate to adult expectations of pupils' capabilities and to staffing resources rather than to the ability of pupils to benefit.
(Modern Languages in Special Schools and Mainstream Units in Scotland 2002, page 5: Key findings.)
This is a 'catch-all' page for links to information about other learners who may have additional support needs but for whom there appears to be little information relating to foreign language learning. You will find here links to information about various low-incidence disabilites, about teaching boys, about teaching learners with profound and complex needs.
Some of the information relates specifically to foreign language learning; other links are to generic advice that can help foreign language teachers to devise suitable programmes.
Qualification and Certification at Access levels in Scotland
SQA does not currently make provision in Modern Languages at Access 1 'Independent Units' or 'Supported Units'. Some ideas for including learners working at those levels can be found in this download. Please note that the ideas are not 'official' in any way, and cannot be certificated nationally. They may, however, be useful as a means of including learners who are working towards Access 1 (Derived Units).
Some thoughts about how learners with profound and complex needs might be included in a progressive programme of communication leading towards participation in cultural and linguistic studies. Download
Research Report: Modern Languages in Special Schools and Mainstream Units in Scotland 2002
[Links last checked on 13.6.11 unless otherwise indicated]
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[1.8.11] Books for All: improving accessibility to curricular materials for print disabled pupils
[15.10.11] Strategic review of learning provision for children and young people with complex additional support needs
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[16.3.12] Scotland's Colleges: Profound and complex needs project
[1.9.12] Speaking two languages also benefits low-income children
[26.1.13] Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices
[21.2.14] Embedding the international dimension at Milton School
[30.10.15] Corseford School