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Part 3
Gaelic Medium and Gaelic Learners'
Education
Section 1
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, pupils, whether in Gaelic medium
schools or as learners, should have the opportunity to participate
in and enjoy the full range of the experiences offered by Gaelic.
The central aim should be to provide language programmes that
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 variety of forms of educational provision. Gaelic must also
address the needs of a range of pupils: those 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.
In the case of abler pupils, it will be necessary to provide
regular challenges through teaching and learning approaches which
will extend their attainments.
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While most pupils will attempt to achieve the targets, the pace
at which they progress through the curriculum will vary considerably.
If schools, units or classes 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 for Gaelic medium
and learners programmes will also require adaptations to enable
pupils to participate as fully as possible.
For a few in Gaelic medium programmes, 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 Gaelic identified in later targets.
Pupils with physical difficulties may, for example, require to
be taught the skills necessary to enable them to use concept keyboards,
word processors and other aids to writing. Those 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 specialised materials and approaches such as texts on
audio tape, 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 specially adapted targets related
to their specific difficulties.
In meeting the needs of pupils with moderate learning difficulties
and those with difficulties arising from their failure to master
basic skills, the syllabus of Gaelic medium and learners programmes
should be designed to keep pace with their maturational level,
interests and growing skills. For those with specific learning
difficulties specially adapted targets relating to their difficulties
may be required. Pupils with severe learning difficulties may
need a greater emphasis on oral work, although reading and writing
skills should be encouraged particularly where those are necessary
to ensure social competence.
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