Inclusion - excellence for all
Specific learning difficulties
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Making the study of MFL available and accessible to all pupils is the overall
aim for teachers of the subject. To achieve this entitlement, objectives
related to specific learning difficulties within the SEN framework in specified
MFL environments can be covered in the ITT / ITE programme, including: hearing
and visual impairment, dyslexia physical and motor disability, emotional
and behavioural difficulties, and any other presented barrier to learning.
As a result of study in these areas, it is hoped that the student teacher
will have a starting knowledge from which to source specific forms of support,
and to develop their own expertise in specific respects, to deal with the
particular needs of individuals in the context of their MFL teaching, and
will have recognised, accepted and internalised the principles and values
of inclusion.
Study of this topic has the potential to address aspects of the following very wide range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1, Q2 |
| Frameworks |
Q3 |
| Communicating
and working with others |
Q4, Q5, Q6 |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q11, Q12, Q13 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Achievement
and diversity |
Q18, Q19, Q20 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q22, Q23, Q24 |
| Teaching | Q25 (a) (b) (c) (d) |
| Assessing, monitoring and giving feedback | Q26 (a) (b), Q27, Q28 |
| Reviewing teaching and learning | Q29 |
| Learning environment | Q30, Q31 |
| Team work and collaboration | Q32, Q33 |
Tasks for trainees
Group discussions
Discuss what practical form the means of support specified in the MFL National
Curriculum subject-specific inclusion statement might take in the classroom.
What are the implications for planning and preparation?
Discuss how your expectations of pupil behaviour have been challenged by pupils with SENs in classes taught by you. Have your reactions been consistent with the notion of being fair to ALL pupils?
Observation focus
How effectively does the teacher manage the learning support assistance
provided? How well are such support assistants prepared to help pupils with
the foreign language?
How often do pupils identified with SENs cross boundaries established by
school behaviour codes or policies? Is this a problem for the teacher or
pupils in the class?
Check your planning
What specific support is to be given to any one pupil presenting formally
recognised Special Educational Needs in class this coming week? How exactly
is this documented within your planning? Confer with the school Inclusion
Co-ordinator or SENCo to verify the effectiveness of your planning pro forma
in recording the pupil's entitlement.
