EAL & SEND

Section outline

• Select section EAL & SEND

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  EAL & SEND

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  The intersection of EAL and SEND is an area where sensitivity and care are needed. In this section you will find resources to support you to make evidence-informed decisions around practice and provision for learners who may have both sets of needs, EAL and SEND. 

  • Select activity Announcements

    

    Announcements Forum
• Select section Introduction

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  Introduction

   

   
  
  In this short video, EMTAS Specialist Teacher Advisor Kate Grant introduces this series of videos in supporting practitioners to understand the difference between English as an Additional Language (EAL) and Special Educational Needs (SEN).
  
• Select section Considerations

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  Considerations

   

   
  

  
  

  In this video, practitioners will be guided through important considerations to make when exploring why a multilingual learner might not be making expected progress in school.

  • Select activity EMTAS Cultural Awareness

    

    EMTAS Cultural Awareness URL
• Select section Assessment tools

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  Assessment tools

   

   
  

  
  

  In this short video, practitioners will be encouraged to consider the best assessment tools to use when supporting a multilingual learner.

  • Select activity The Bell Foundation Framework

    

    The Bell Foundation Framework URL
• Select section Cause for concern

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  Cause for concern

   

   
  

  In this final video of the series, EMTAS Specialist Teacher Advisor Kate Grant guides through the recommended steps to follow when concerned that a multilingual learner might have a further barrier to learning beyond their additional language/s.

  • Select activity EMTAS Cause for concern form

    

    EMTAS Cause for concern form URL
• Select section Aide-mémoire of best practice principles

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  Aide-mémoire of best practice principles

  
  

  • Select activity Assessing and supporting EAL learners who may have an additional SEND

    

    Assessing and supporting EAL learners who may have an additional SEND File
• Select section Free training card (part of the 101 EAL conversations card set)

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  Free training card (part of the 101 EAL conversations card set)

  A meeting with the parents of a newly arrived child from Bulgaria in Year 2 reveals that the child is only able to speak a little Bulgarian – single words and short phrases only, no full sentences. His speech is also very unclear and even his parents sometimes find it hard to understand what he is saying. The child speaks no English at all. The SENDCo is considering a referral to the Speech and Language Therapy Service. Would this be appropriate?
  

  Download this pdf for the answer. It can also be used in training sessions to promote discussion amongst staff.
  

  This card is part of 101 EAL conversation cards set: More information can be found here

  
  

  • Select activity SALT referral - but is it appropriate?

    

    SALT referral - but is it appropriate? File
• Select section Advice and guidance around EAL and SEND referrals

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  Advice and guidance around EAL and SEND referrals

  • Select activity SEND/EAL visits - guidance for schools

    

    SEND/EAL visits - guidance for schools File
  • Select activity Cause for Concern Form

    

    Cause for Concern Form File
• Select section Neurodiversity and EAL

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  Neurodiversity and EAL

  • Select activity Howard, K., Gibson, J., & Katsos, N. (2020). Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism. Journal of autism and developmental disorders.

    

    Howard, K., Gibson, J., & Katsos, N. (2020). Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism. Journal of autism and developmental disorders. URL
  • Select activity Kašćelan, D., Katsos, N., & Gibson, J. L. (2019). Relations between bilingualism and autistic-like traits in a general population sample of primary school children. Journal of autism and developmental disorders, 49(6), 2509-2523.

    

    Kašćelan, D., Katsos, N., & Gibson, J. L. (2019). Relations between bilingualism and autistic-like traits in a general population sample of primary school children. Journal of autism and developmental disorders, 49(6), 2509-2523. URL
  • Select activity Parents of autistic children often face a tough linguistic choice – but bilingualism can be of huge benefit. The Conversation (Blog)

    

    Parents of autistic children often face a tough linguistic choice – but bilingualism can be of huge benefit. The Conversation (Blog) URL
  • Select activity Neurodiversity - blog, October 2020

    

    Neurodiversity - blog, October 2020 File

    In this blog, Hampshire EMTAS Specialist Teacher Advisors Lisa Kalim and Sarah Coles discuss current thinking in the cross-over territory where EAL and Dyslexia meet.

    
    

• Select section Bilingual families & autism - resources

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  Bilingual families & autism - resources

  • Select activity Understanding autism and social communication needs for bilingual families

    

    Understanding autism and social communication needs for bilingual families URL

    Video for parents in various languages

    
    

• Select section Useful Links and References

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  Useful Links and References

  • Select activity Learners of EAL and the 'Silent period' guide

    

    Learners of EAL and the 'Silent period' guide URL
  • Select activity EAL:SEND E-learning (requires login)

    

    EAL:SEND E-learning (requires login) URL
  • Select activity CAMHS Resources (General)

    

    CAMHS Resources (General) URL
  • Select activity EAL or SEND? Often a tricky question…Blog Article

    

    EAL or SEND? Often a tricky question…Blog Article File
  • Select activity Bell Foundation EAL/SEND

    

    Bell Foundation EAL/SEND URL

    Link to The Bell Foundation website