Planning Conversations to Support FSL Students
This section includes examples of conversations that school teams may have when planning to support students with special education needs in FSL programs. They are based on three different case studies. In these instances, the school teams are comprised of FSL teachers, special education resource teachers, resource teachers, and school administrators. When discussing the needs of a student and strategies to move forward, it is important to include a variety of educators with whom the student interacts. The discussions themselves should include key elements such as strengths, needs, strategies, and next steps.
To develop a comprehensive view of a student with special education needs in a FSL program, it is beneficial to discuss the student’s unique learning profile and context. This information could include his or her current grade and FSL program, current level of achievement, past experience in FSL programs, current classroom setting, requisite accommodations, and interests, as well as helpful teaching strategies.
Additional Examples
Video segments from the three conversations that also demonstrate school teams discussing providing context.
Information Establishing Student Profile
French Immersion - Case Study 1 (0:13 - 0:33)
French Immersion - Case Study 1 (0:43 - 0:55)
French Immersion - Case Study 1 (0:59 - 1:04)
Core French - Case Study 2 (2:57 - 3:14)
Information Conveying the Classroom Experience
French Immersion - Case Study 1 (1:14 - 1:37)
French Immersion - Case Study 1 (3:24 - 3:37)
Core French - Case Study 2 (2:45 -3:06)
Core French - Case Study 3 (5:28 - 5:50)
When establishing a student's unique learning profile, areas of strength are essential, as they affect his or her ability to learn and demonstrate learning. These areas of strength may include preferred learning styles/modalities, previously acquired learning skills, such as organizational skills and time management, cognitive processing, and communication.
Additional Examples
Video segments from the three conversations that also demonstrate school teams discussing student strengths.
Oral Communication
French Immersion - Case Study 1 (11:00 -11:16)
Confidence
Core French - Case Study 3 (3:44 - 4:08)
In describing a student’s learning profile, it is important to also consider areas of need; these should make evident the reasons that he or she requires additional support. Areas of need may refer to a broad cognitive or processing challenge (e.g., visual memory) and/or a skills deficit that interferes with the student's ability to learn (e.g., social skills, attention control or expressive language).
Additional Examples
Video segments from the three conversations that also demonstrate school teams discussing student needs.
Written Output
French Immersion - Case Study 1 (2:55 -3:04)
Receptive and Productive Skills
Core French - Case Study 2 (1:41 -2:21)
When planning to support students with special education needs in FSL programs it is also beneficial to consider factors, aside from the student's strengths and needs, that could impact their learning in FSL. These factors may not necessarily be specific to the student but could still affect them. These may include existing practices or policies, modifications, pathways, research on best practices, and access to technology.
Additional Examples
Video segments from the three conversations that also demonstrate school teams discussing considerations.
Students with Learning Disabilities
French Immersion - Case Study 1 (4:11 - 4:29)
French Immersion - Case Study 1 (4:39 - 4:54)
French Immersion - Case Study 1 (10:33 - 10:59)
Written Text
French Immersion - Case Study 1 (9:39 - 10:11)
Benefits for All Students
French Immersion - Case Study 1 (8:10 - 8:31)
French Immersion - Case Study 1 (10:11 - 10:33)
Benefits of a French Immersion Program for Students with Special Education Needs
French Immersion - Case Study 1 (11:19 - 11:36)
Core French - Case Study 3 (8:59 - 9:30)
When planning conversations to support students with special education needs in FSL programs, it is important to consider the range of strategies to help the student to achieve his or her learning expectations, based on his or her learning profile and needs. These strategies may involve instructional, assessment, and/or intervention strategies. It is also important to state who will implement the strategies, and how they will be implemented.
Additional Examples
Video segments from the three conversations that also demonstrate school teams discussing strategies.
Accommodations Using Technology
French Immersion - Case Study 1 (4:55 -5:08)
Core French - Case Study 3 (5:10 - 5:21)
Text to Speech
French Immersion - Case Study 1 (5:12 - 5:30)
Speech to Text
French Immersion - Case Study 1 (5:11 - 6:01)
Applications for Ipads
French Immersion - Case Study 1 (7:11 - 7:16)
Other Assistive Technology
French Immersion - Case Study 1 (6:04 - 6:53)
French Immersion - Case Study 1 (6:59 - 7:10)
French Immersion - Case Study 1 (8:33 - 8:58)
For Students in FSL
French Immersion - Case Study 1 (9:07 - 9:27)
Assessment Strategies
Core French - Case Study 2 (6:04 - 6:27)
Oral Comprehension
Core French - Case Study 2 (6:43 -7:35)
Multi-modal approach
Core French - Case Study 2 (7:49 - 8:12)
Listening and Speaking
Core French - Case Study 3 (6:06 - 6:23)
Organizational Skills
Core French - Case Study 3 (7:42 - 8:16)
Options for Substitutions
Core French - Case Study 3 (10:21 - 10:55)
Planning conversations are an initial step in supporting students with special education needs in FSL programs. It is important to identify a plan to move forward and consider the next steps. These steps may involve contacting other teachers and parents, and meeting regularly to review progress.
Additional Examples
Video segments from the three conversations that also demonstrate school teams discussing next steps.
Recommendations
Core French - Case Study 3 (10:01 - 10:20)
Resources mentioned in the three conversations
Including Students with Special Education Needs in French as a Second Language Programs
Core French - Case Study 3 (8:50 - 9:08)
IPads
French Immersion - Case Study 1 (4:55 - 5:09)
French Immersion - Case Study 1 (5:33 - 6:02)
Google Read and Write
French Immersion - Case Study 1 (6:08 - 6:54)
Apps
French Immersion - Case Study 1 (7:17 - 7:35)
French Immersion - Case Study 1 (7:35 - 8:10)
French Immersion - Case Study 1 (7:57 - 8:10)
French Immersion - Case Study 1 (8:33 - 8:44)
Core French - Case Study 2 (3:16-3:56)
Core French - Case Study 2 (4:13-4:31)
Core French - Case Study 2 (5:15 -5:30)
