S

P

E

C

I

A

L

E

D

U

C

A

T

I

O

N

A

L

N

E

E

D

S

.

C

O

M

Diversity and inclusion in modern foreign languages

Home | Casework | Documentation | Technology

Meeting diverse needs in modern foreign languages
n Three types of student have been identified as having additional needs which must be met if they are to be appropriately included in the process of learning a modern foreign language:
n Learners who are gifted and talented (G & T)
n Learners for whom English is an additional language (EAL)
n Learners who have special educational needs (SEN), e.g.
n Moderate Learning Difficulties (MLD)
n Severe Learning Difficulties (SLD)
n Specific Learning Difficulties (SpLD)
n Social, Emotional and Behavioural Difficulties (SEBD)
n Speech, Language and Communication Needs (SLCN)
n Autistic Spectrum Disorders (ASD)
n Hearing Impairments (HI)
n Visual Impairments (VI)
n Physical and Medical disabilities (PD)

n Gender and learning styles/multiple intelligences should also be considered when meeting students' individual learning needs in modern foreign language lessons.

Casework
n Profiles of foreign language learners who are gifted and talented, for whom English is an additional language or who have special educational needs can be found here with accompanying tasks to be completed after following links to relevant sources of further information and guidance. Some of these case studies were first trialled during initial teacher training and in-service training workshops in 1999 and 2001.

Documentation
n The professional literature of inclusive foreign language education is huge and growing. My bibliography of modern foreign languages and special educational needs alone lists almost 1400 online and printed references.

Technology
n Information and communication technology (ICT) has traditionally played a key role in the delivery of modern foreign languages to low attainers. During the school year 2000-2001, I served as the Assistant Coordinator of the National Flexible Learning Project North East - Modern Languages, which focused on computer usage with less able learners at key stage 4 (13- to 16-year-olds) within four local education authorities in the North East of England. My References to support inclusion in modern foreign languages with information and communications technologies lists over 100 publications. This bibliography, which began life as an offprint from my Bibliography of Modern Foreign Languages and Special Educational Needs, was created specially for BECTa's "Ask an expert" session about ICT activities, resources and approaches for inclusive MFL teaching during May 2006.

My brother hosts this site.

© 2006 · David R. Wilson