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CHILDREN AND YOUNG PERSONS WITH SPECIAL EDUCATIONAL NEEDS

THE NEEDS OF BILINGUAL CHILDREN AND YOUNG PERSONS

Different Language not a Special Educational Need

255. The 1980 Act makes it clear that a child or young person may not be regarded as having a learning difficulty simply because the language of the home is different from the language used in the establishment where they are receiving education (paragraph 9.3). The problems experienced by children and young persons in these circumstances are essentially linguistic. They should not be equated with learning difficulties as that term is used in the 1980 Act.

Establishing Extent of Learning Difficulty

256. At times, however, education authorities will require to establish whether, and to what extent, a child or young person not yet fluent in the language of instruction may have special educational needs. It is crucial that those who are involved in the assessment process should take account of the relevant cultural and linguistic context, and the way in which it may mask the individual's true learning potential or, indeed, the nature and extent of his or her special educational needs. In the case of a bilingual child or young person for whom a Record of Needs has been opened, frequent reviews may be necessary to ensure that the educational provision being made is still appropriate to his needs

Language used in Communications

257. Authorities should make every effort to ensure that the language used in notices served on the parents or the young person is one with which they will be familiar. If that is not possible, notices should be in a language for which the services of an interpreter can be readily obtained. The Scottish Office publication "A Parents' Guide to Special Educational Needs", which is available in Hindi, Urdu, Punjabi and Cantonese may provide a useful basis for opening a dialogue with such parents.

Use of Communicator

258. It is important that, where possible, the person assessing special educational needs should be able to communicate with the child or young person in the language with which he or she is conversant. Where this is not possible, the assistance of a bilingual support teacher or another person who can speak the language should be sought. Authorities may find it helpful, not only at the assessment stage, but throughout the process of identifying and providing for special educational needs, to involve a person with knowledge of the language and cultural background of the family who can assist communication among all those concerned.

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