Accommodations and modifications are both possible in French programs and must be put in place if the student’s learning needs require those steps. Please seek support from your school's Special Education team if needed.
Students in French programs may experience learning challenges or demonstrate the need for some additional support in meeting the curriculum expectations for their grade level. Those learning needs can and will be supported within the program of their parent/guardian's choice (English program with Core French, French Immersion or Extended French). The most frequent and most effect supports will be delivered by the classroom teacher in an inclusive classroom setting.
The Ministry of Education policy document entitled Including Students with Special Education Needs in French As A Second Language Programs, 2015 states that “The foundational belief that all students can learn applies to students across all subjects and program areas.” (page 3).
Including Students with Special Education Needs in French As A Second Language Programs
Fact Sheet - Special Education & Inclusion in French Programs
This document also recognizes the need to provide appropriate programs and services to exceptional students that have been identified by an IPRC. TDSB's French Dept has adapted the following document from Ontario's Modern Language Council to help our teachers program adaptations for students with special education needs.
In the past, it may have been thought that students with Special Education needs should not participate (or would not thrive if they did) in French programs, particularly French Immersion and Extended French. Research on these programs and students with Special Education needs confronts that assumption and we know that students with Special Education needs can indeed benefit from, and thrive in French programs of all kinds. All efforts should be made to design and deliver a program that supports a wide range of learning styles and needs.
Teachers in French programs can and shall use assessment strategies to identify strengths and learning needs for all students and design a differentiated program to meet them. Learning experiences may be differentiated by content, process, product, environment or language complexity based on the strengths and needs of the students. Teachers in French programs can and shall develop an IEP (Individual Education Plan) if it is deemed necessary.