Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners. Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND. Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child. The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs. To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.
{"title":"Supporting learners with special educational needs and disabilities in the foreign languages classroom","authors":"Katie B. Howard","doi":"10.1111/1467-9604.12449","DOIUrl":"https://doi.org/10.1111/1467-9604.12449","url":null,"abstract":"Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.\u0000\u0000\u0000\u0000Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.\u0000\u0000Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.\u0000\u0000The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.\u0000\u0000To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.\u0000\u0000\u0000","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47702244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Multicultural special education for inclusive classrooms—Intersectional teaching and learning. By A.Perzigian, N.Aziz, Abingdon: Routledge, 2023","authors":"S. Peart","doi":"10.1111/1467-9604.12453","DOIUrl":"https://doi.org/10.1111/1467-9604.12453","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42520954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Montgomery, D. (2020) Tackling Disadvantage and Underachievement in Schools. London: Routledge","authors":"T. Lawrence","doi":"10.1111/1467-9604.12443","DOIUrl":"https://doi.org/10.1111/1467-9604.12443","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The views of Irish primary teachers towards the in‐class versus the withdrawal models of support when working with children with dyslexia","authors":"A. Molyneaux, Trevor O'Brien","doi":"10.1111/1467-9604.12446","DOIUrl":"https://doi.org/10.1111/1467-9604.12446","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45198538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"McCulloch, A. and McCulloch, A. (2021) Why Can't You Hear Me?London: Jessica Kingsley, Paperback £14.99.","authors":"Miriam Walker","doi":"10.1111/1467-9604.12442","DOIUrl":"https://doi.org/10.1111/1467-9604.12442","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46582478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Beardon, L. (2020) Avoiding Anxiety in Autistic Children: A Guide for Autistic Wellbeing. London: Sheldon Press, Paperback £10.99.","authors":"Miriam Walker","doi":"10.1111/1467-9604.12444","DOIUrl":"https://doi.org/10.1111/1467-9604.12444","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43896725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effective use of assistive technology in inclusive classroom: views of teachers on resources and challenges in a developing economy","authors":"Irene Vanderpuye, Mary Okai","doi":"10.1111/1467-9604.12433","DOIUrl":"https://doi.org/10.1111/1467-9604.12433","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46669505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An exploration of arts teachers' beliefs and judgements concerning students with\u0000 SEND","authors":"Beccy Thompson, Carla Finesilver, Jane Jones","doi":"10.1111/1467-9604.12434","DOIUrl":"https://doi.org/10.1111/1467-9604.12434","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44424460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Implications of distance education on children with disabilities","authors":"Mustafa Karnas, Beyza Alpaydın, Abdullah Eker","doi":"10.1111/1467-9604.12437","DOIUrl":"https://doi.org/10.1111/1467-9604.12437","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47570386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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