Supporting Students with Special Education Needs: SEN & ESOL Report

This report focuses on supporting students with Special Education Needs (SEN) and English for Speakers of Other Languages (ESOL). It addresses the challenges faced by students with sensory impairments, physical disabilities, and learning difficulties. The report emphasizes the importance of adapting the classroom environment, providing specialized support, and utilizing resources such as hearing aids, visual aids, and assistive technologies. It highlights the roles of teachers, families, and specialists in creating an inclusive and supportive learning environment. The report also discusses the need for individualized approaches to meet the unique needs of each student, promoting effective communication and fostering academic success. It concludes by emphasizing the importance of understanding and addressing the diverse needs of students with SEN and ESOL to enhance their learning experiences.

Running head: Understanding How To Support SEN & ESOL
Understanding How to Support SEN & ESOL
Name of the student:
Name of the university:
Author note:

1Understanding How to Support SEN & ESOL
Introduction:
Sensory need is referred as the loss of sensory function such as, auditory loss or visual
impairment, other sensory processing complication and physical complication. The risk factor
involved for such issue are, congenital condition or serious illness. Parents take advice from
different specialist, voluntary organization and teachers for the additional support they
require (Ziviani et al., 2014).
Discussion:
Child suffering from physical or sensory illness experiences difficulty in learning a
new language, especially those child who are non-native English speakers. To support such
students, English for Speakers of Other Languages (ESOL) offers program. For example,
children suffering from hearing loss, needs special treatment while the learning procedure
such as, they require a hearing aid to reduce the adverse impact of hearing loss. In addition a
specialist (communicator support), who helps the children in understanding sign language
(Lee et al., 2015). Improving and maintaining the listening environment and considering the
seating position is also required in order to minimize the learning difficulty of the children.
In case of child suffering from visual impairment, improvising the visual environment
off the class room is extremely important. In addition, teacher should be used different
resources and simplified display for the clarity of the children and should also provide
additional care as per the requirement of the student (Aldebasi, 2014).
Children suffering from sensory processing complication, needs appropriate care from
the family and the teacher such as, making observation based on the children sensory and
physical needs or altering the environment in order to accommodate there sensory needs in

2Understanding How to Support SEN & ESOL
order to overcome the difficulties (Yunus et al., 2015). In order to reduce the learning
difficulty of a child suffering from physical disability, using of supportive furniture is
necessary (Ziviani et al., 2014). Classroom environment should be modified. Physical
resources such as pen grips and writing slopes should be used.
Conclusion:
To conclude, chider suffering from physical or sensory illness often experiences
learning or communicating difficulty. To reduce the difficulty and to provide the special
education needs to the student, the environment of the classroom is modified and other
changes are done accordingly with the help of family, teachers and councilor.

3Understanding How to Support SEN & ESOL
References
Aldebasi, Y.H., 2014. Prevalence of correctable visual impairment in primary school children
in Qassim Province, Saudi Arabia. Journal of optometry, 7(3), pp.168-176.
Lee, F.L.M., Yeung, A.S., Tracey, D. and Barker, K., 2015. Inclusion of children with special
needs in early childhood education: What teacher characteristics matter. Topics in Early
Childhood Special Education, 35(2), pp.79-88.
Yunus, F.W., Liu, K.P., Bissett, M. and Penkala, S., 2015. Sensory-based intervention for
children with behavioral problems: a systematic review. Journal of autism and developmental
disorders, 45(11), pp.3565-3579.
Ziviani, J., Darlington, Y., Feeney, R., Rodger, S. and Watter, P., 2014. Early intervention
services of children with physical disabilities: Complexity of child and family needs.
Australian occupational therapy journal, 61(2), pp.67-75.