Section 4
CATERING FOR THE NEEDS OF INDIVIDUAL PUPILS
Pupils with special educational needs
Language and communication are human and social priorities. As
a general principle, therefore, all pupils should have the opportunity
to participate in and enjoy the full range of the experiences
offered by language. The central aim should be to provide a language
programme which will create the best conditions for personal and
social development.
This brief account identifies a few varieties of educational
needs. It will require to be supplemented and is offered only
to promote further discussion.
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Language activities and approaches designed to meet special
educational needs will vary according to the particular
requirements of pupils in a wide range of educational provision
- in mainstream primary and secondary schools, in special
classes or units, and in special schools, some of which
are residential.
The continuum of special educational needs includes for
example: very able pupils; pupils whose difficulties are
of short duration and can be overcome by the class teacher
or the additional support available in most schools; and
pupils whose difficulties are so pronounced and complex
as to require significant additional provision, including
the opening of a Record of Needs.
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In the case of very able pupils, it will be necessary to provide
regular challenges through teaching and learning approaches which
will extend their attainments.
While most pupils will attempt to achieve attainment targets,
the pace at which they progress through the curriculum will vary
considerably. If schools, classes or units decide that pupils
for whom a Record of Needs has been opened should become involved
in the system of assessment described here, alternative ways of
attaining targets should be available to them. The types of activities
and teaching approaches described in the Programmes of Study will
also require adaptation to enable pupils to participate as fully
as possible.
For a few, progressive language development will not involve
attainment of the targets, even at Level A, and teachers will,
therefore, provide programmes of study to ensure the very real
progress that can be made within this one level. This will require
more differentiated targets which will reflect maturational and
interest changes and accommodate the range of experiences of Language
identified in later targets.
Pupils with physical difficulties may, for example, require to
be taught the skills necessary to enable them to produce their
stories, poems and reports by alternative means, including concept
keyboards, word processors and other aids to writing.
Pupils with sensory impairments may need specialist help to develop
and extend their language skills by intensive education from an
early age. Those with hearing impairments may need to be helped
to acquire the structures of language, and, in particular, to
develop abstract terminology and complex ideas. Pupils with visual
impairment may require specialized materials and approaches such
as texts on audiotape, a means of enhancing or enlarging ordinary
print, or being taught Braille.
Pupils with specific learning difficulties, who will have particular
problems in reading, writing and spelling, may require a diagnostic
approach, including the setting of additional targets related
to their specific difficulties.
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