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Background to this presentation

Supporting students with perceived learning issues: special educational needs (SEN) or a second language learner (SLL)?. Background to this presentation.

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Background to this presentation

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  1. Supporting students with perceived learning issues:special educational needs (SEN) ora second language learner (SLL)?

  2. Background to this presentation This presentation aims to support students with perceived learning issues across the curriculum by raising awareness and exploring issues that may relate to SEN or SLL. It has been compiled by IB staff and may be used to support MYP development in schools.

  3. Identification Build up a student profile that considers: • Language profile – language development in languages used (including mother tongue), language interference, subtractive bilingualism, cultural misinterpretations • Other developmental considerations – reading, expressive language development, comprehension, articulation, written work, spelling, concentration, attention on task • Liaising with a variety of parties – student, parents, previous teachers

  4. Taking the next step • Diagnostic testing – Is it necessary? Why? What type? • Detailed anecdotes from work and tests which display evidence from all subject areas prior to testing should be collected • Based on the evidence collected, it may not be necessary to investigate further to begin an appropriate intervention

  5. CASE STUDY 1 • Child bilingual - Swedish/English background • Lived in Sweden until 10 • Acquired language late • Did not read in mother tongue until 8-9 years old even with huge input from mother • Letter reversals in words • Moved to school where English was the language of instruction

  6. CASE STUDY 1 • Immersed in ‘crash course’ for 6 months • Received regular tuition in reading and spelling for some time • Now fluent in both languages and uses them equally at home SEN or SLL?

  7. CASE STUDY 2 • Student is trilingual – Turkish, German, English • Born and raised in Germany but spoke Turkish exclusively until 4 years of age • Learned German when began school and transferred to English in Grade 4 • Language processing issue; reading & writing skills 4-5 years below grade level • Poor motor skills • No dominant language developed to a level of proficiency needed for success

  8. CASE STUDY 2 • Students feels most adept with reading & writing in English • Conversational skills best in German • Reads and writes in Turkish as well • During testing, switches between German & English when responding to more difficult questions • Goes silent rather than responds • Non-verbal intellect well established • Verbal-linguistic abilities depressed SEN or SLL?

  9. Collaborative planning • Close collaboration between SEN/SLL staff • Experts have input into team collaborative planning which is consultative • Reinforces good practice

  10. Reflections • It cannot be assumed that there are no SEN issues present • Early intervention is critical • Seek insight from specialist teachers • Observation is very important for collecting of appropriate samples • Review time frames constantly – individualised educational plan (IEP), short and long term goals

  11. Resources • Differentiation in Practice:A Resource Guide for Differentiating Curriculum, Grades 9-12, C. Tomlinson & C. A. Strickland, 2005 • Getting Results with Curriculum Mapping, H. Hayes Jacobs, 2004 • Differentiating Instruction for Students with Learning Disabilities, W. N. Bender, 2008 • http://www.inspiration.com • http://www.textHelp.com • http://www.nde.state.ne.us/forlg/frameworksmain.htm

  12. Resources • Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, P. Gibbons, 2002 • Language, Power and Pedagogy: Bilingual Children in the Crossfire, J. Cummins, 2000 • Assessing the Needs of Bilingual Pupils: Living in Two Languages , 2nd edition, D. Hall, 1995

  13. IB publications available on the OCC • Second-language acquisition and mother-tongue development: A guide for schools (2004) • Learning in a language other than mother tongue in IB programmes (2008) • Guidelines for developing a school language policy (2008) • Teaching students with particular special educational and learning needs, (2004) – on SEN page • Candidates with special assessment needs, Diploma programme (2007) – also on SEN page • Sections D and G of MYP coordinator’s handbook (revised annually) • Towards a continuum of international education (2008) For more information, visit the SEN and SLL forums

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