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? International Baccalaureate Organization 2007 Supporting students with perceived learning issues:special educational needs (SEN) ora second language learner (SLL)? This presentation aims to support students with perceived learning issues across the curriculum by raising awareness and exploring issues that may relate to SEN or SLL. It has been compiled by IB staff and may be used to support MYP development in schools. Page * Background to this presentation Identification Build up a student profile that considers: Language profile – language development in languages used (including mother tongue), language interference, subtractive bilingualism, cultural misinterpretations Other developmental considerations – reading, expressive language development, comprehension, articulation, written work, spelling, concentration, attention on task Liaising with a variety of parties – student, parents, previous teachers Page * Taking the next step Diagnostic testing – Is it necessary? Why? What type? Detailed anecdotes from work and tests which display evidence from all subject areas prior to testing should be collected Based on the evidence collected, it may not be necessary to investigate further to begin an appropriate intervention Page * CASE STUDY 1 Child bilingual - Swedish/English background Lived in Sweden until 10 Acquired language late Did not read in mother tongue until 8-9 years old even with huge input from mother Letter reversals in words Moved to school where English was the language of instruction Page * Immersed in ‘crash course’ for 6 months Received regular tuition in reading and spelling for some time Now fluent in both languages and uses them equally at home SEN or SLL? Page * CASE STUDY 1 CASE STUDY 2 Student is trilingual – Turkish, German, English Born and raised in Germany but spoke Turkish exclusively until 4 years of age Learned German when began school and transferred to English in Grade 4 Language processing issue; reading writing skil