EAL or SEN

1. EAL or SEN? Language Needs or Special Needs: How Can You Tell? Caroline Cowell Language Support Teacher, Dartford REMA and Cathie Kitley Specialist SpLD Teacher

2. Objectives Raise awareness of differences between EAL and SEN. Increase confidence in recognising when pupils for whom English is an Additional Language have learning difficulties.

3. Language Needs or Special Needs: How Can You Tell? �A child must not be regarded as having a learning difficulty because the language or form of language of the home is different from the language in which he or she is or will be taught.� From the revised Code of Practice (2001)

4. Definition of EAL All pupils who use or have access to more than one language at home or at school � pupils who are living and learning in more than one language. It does not necessarily imply full fluency in all languages, or that they are competent and literate in more than one language. Aiming High April 2005

5. Children have a learning difficulty if they: have a significantly greater difficulty in learning than the majority of children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age. Definition of SEN

6. Given the right conditions most children are able to acquire more than one language. It is important that learning EAL is not confused with speech, language and communication needs (SLCN). Look out for: Over-identification � attributing EAL to SLCN Not identifying SLCN of children with EAL EAL and SLCN

7. The Education of Asylum Seeker Pupils (Ofsted 2003) �There were a few examples of teachers placing asylum-seeker pupils in inappropriate ability groups or sets.� This resulted in a poor match between pupils� ability and the demands of the learning task. CC �There were a few examples of teachers placing asylum-seeker pupils in inappropriate ability groups or sets. Where this occurred, it resulted in a poor match between pupils� ability and the demands of the learning task. For example, one school was misguided in placing the newly arrived pupils on the SEN register and the subsequent teaching strategies and resources were predominantly modelled on the teaching of pupils with SEN. This resulted in teaching that did not provide well-matched cognitive challenge and the asylum-seeker pupils made slow progress.� CC Some schools put eAL students on SEN register and in sen sets result poor progressCC �There were a few examples of teachers placing asylum-seeker pupils in inappropriate ability groups or sets. Where this occurred, it resulted in a poor match between pupils� ability and the demands of the learning task. For example, one school was misguided in placing the newly arrived pupils on the SEN register and the subsequent teaching strategies and resources were predominantly modelled on the teaching of pupils with SEN. This resulted in teaching that did not provide well-matched cognitive challenge and the asylum-seeker pupils made slow progress.� CC Some schools put eAL students on SEN register and in sen sets result poor progress

8. Evidence of bilingual children with specific language impairment not being identified and therefore, not accessing services. Incorrect identification of a child with EAL as having SEN leads to that child receiving inappropriate support and therapy. Incorrect Identification

9. Background Information:- Language(s) spoken at home Religion and diet Periods of residence or schooling outside the UK Changes of school within the UK Experience of classroom work in first language Experience of teaching outside of school in first language How can this be avoided?

10. More background information: Is the learner�s first language shared by other pupils or staff? Is there a whole-school language policy that covers bilingual pupils? What resources and teachers are available to meet the unique and flexible needs of bilingual pupils? Is cultural diversity valued by the staff? Is there an explicit and effective school policy on racism? Is information provided to parents in accessible formats? Are their views actively sought?

11. Language Needs or Special Needs? There may be many reasons why a bilingual learner is not making progress but checking out their ability to deal with the linguistic demands of the curriculum before making assumptions about a special need can be a useful starting point. It is good practice to carry out a first language assessment prior to other cognitive assessments.

12. Identification and Assessment Filter questions for diagnosing EAL/SEN can be useful (see handout). Poor performance in all languages suggests an impairment. Poor performance in only one suggests problems with second language learning. Observing a student writing a short piece in their mother tongue can be very informative.

13. Access Arrangements JCQ allow 25% extra time if pupils have been resident in UK less than 2 years at time of exam. Use of bi-lingual dictionaries � should reflect pupils� normal way of working. KS 2 National Curriculum Tests.

14. What Next? It is usually best to wait until an EAL pupil has had at least six months exposure to the English language and culture before investigating whether they have SEN. When to access support Use your own professional judgement School SENCo Outside agencies