Section 3

CATERING FOR THE NEEDS OF INDIVIDUAL PUPILS

Pupils with special educational needs

Many pupils with special educational needs experience learning difficulties in language and communication skills. However, this report endorses the view expressed by the Secretary of State in SOED circular 1178 (January 1989) that

in certain cases pupils may have special educational needs which make the learning of a foreign language unrewarding and mainly burdensome. Decisions on such cases will need to be taken individually but there should be no automatic assumption that pupils with special needs should be excluded from language tuition.

The systematic structure of Latin may contribute to a better understanding of language in general, including pupils' own language, as well as offering intrinsic satisfaction. It is important that differentiation of content, teaching and learning approaches and pace be used in planning Latin programmes for pupils with special educational needs. The form and extent of differentiation should take cognisance of the nature of the learning difficulties; computer technology can provide access in some of these cases. Special attention will be required in the planning and delivery of programmes to pupils for whom reading and writing skills present particular difficulties; in such cases the contribution of learning support staff will be invaluable. On the other hand, pupils with difficulties in speaking and listening may find that the learning of Latin provides considerable benefits and pleasure.

It must also be remembered that abler pupils are included within the continuum of special educational needs. Latin can offer such pupils challenges and opportunities for achievement as well as enrichment in present or future study of other languages.

The range of pupils for whom Latin may be an appropriate choice is very wide. By careful tailoring of courses to meet the needs of individuals, Latin can provide a valuable learning experience for all those who choose it.

Programmes for pupils beyond Level E

These guidelines provide a framework for planning Latin programmes based on three levels of attainment. Pupils will attain targets at different rates and some pupils will attain Level E in some attainment outcomes and strands before the end of S2. The advice offered here is based on the principle that programmes of study beyond Level E should consolidate and extend the knowledge and skills already acquired. The additional demand between Level E and Standard Grade is achieved by means of:

enhanced difficulty in text and task;

increased independence of learning;

higher expectations of response.

The tables which follow illustrate these principles in more detail. Teachers may also wish to consult the Handbook for Headteachers, Case Study No 8: Towards a Policy for Differentiation (SOED 1990).



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© The Scottish Office Education Department, August1992