EAL or SEN Presentation Handouts Kent Trust Web

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					        EAL or SEN?
       Language Needs or
         Special Needs:
       How Can You Tell?
Caroline Cowell Language Support Teacher, Dartford REMA
                            and
           Cathie Kitley Specialist SpLD Teacher
Objectives

   Raise awareness of differences
    between EAL and SEN.

   Increase confidence in recognising
    when pupils for whom English is an
    Additional Language have learning
    difficulties.
Language Needs or Special
Needs: How Can You Tell?

‘A child must not be regarded as
  having a learning difficulty
  because the language or form
  of language of the home is
  different from the language in
  which he or she is or will be
  taught.’
From the revised Code of Practice (2001)
Definition of EAL
   All pupils who use or have access to
    more than one language at home or
    at school – pupils who are living
    and learning in more than one
    language. It does not necessarily
    imply full fluency in all languages,
    or that they are competent and
    literate in more than one language.

   Aiming High April 2005
Definition of SEN
Children have a learning difficulty if they:
a) have a significantly greater difficulty in
    learning than the majority of children of
    the same age; or
b) have a disability which prevents or
    hinders them from making use of
    educational facilities of a kind generally
    provided for children of the same age.
EAL and SLCN
   Given the right conditions most children
    are able to acquire more than one
    language.
   It is important that learning EAL is not
    confused with speech, language and
    communication needs (SLCN).
   Look out for:
       Over-identification – attributing EAL to SLCN
       Not identifying SLCN of children with EAL
The Education of Asylum Seeker Pupils
              (Ofsted 2003)

   ‘There were a few examples of
    teachers placing asylum-seeker
    pupils in inappropriate ability
    groups or sets.’

   This resulted in a poor match
    between pupils’ ability and the
    demands of the learning task.
Incorrect Identification

   Evidence of bilingual children with
    specific language impairment not
    being identified and therefore, not
    accessing services.
   Incorrect identification of a child
    with EAL as having SEN leads to
    that child receiving inappropriate
    support and therapy.
How can this be avoided?


   Background Information:-
       Language(s) spoken at home
       Religion and diet
       Periods of residence or schooling outside the
        UK
       Changes of school within the UK
       Experience of classroom work in first language
       Experience of teaching outside of school in first
        language
More background information:

   Is the learner’s first language shared by
    other pupils or staff?
   Is there a whole-school language policy
    that covers bilingual pupils?
   What resources and teachers are available
    to meet the unique and flexible needs of
    bilingual pupils?
   Is cultural diversity valued by the staff?
   Is there an explicit and effective school
    policy on racism?
   Is information provided to parents in
    accessible formats? Are their views actively
    sought?
Language Needs or Special
Needs?
   There may be many reasons why a
    bilingual learner is not making progress
    but checking out their ability to deal with
    the linguistic demands of the curriculum
    before making assumptions about a
    special need can be a useful starting
    point.
   It is good practice to carry out a first
    language assessment prior to other
    cognitive assessments.
Identification and Assessment
   Filter questions for diagnosing EAL/SEN can
    be useful (see handout).

   Poor performance in all languages suggests
    an impairment. Poor performance in only
    one suggests problems with second
    language learning.

   Observing a student writing a short piece in
    their mother tongue can be very
    informative.
Access Arrangements
   JCQ allow 25% extra time if pupils
    have been resident in UK less than
    2 years at time of exam.

   Use of bi-lingual dictionaries –
    should reflect pupils’ normal way of
    working.

   KS 2 National Curriculum Tests.
What Next?
   It is usually best to wait until an EAL pupil
    has had at least six months exposure to
    the English language and culture before
    investigating whether they have SEN.

   When to access support
       Use your own professional judgement
       School SENCo
       Outside agencies

				
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posted:10/19/2011
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