1+2 languages policy: findings from the 2023 survey of local authorities

5. Language learning in special schools

5.1 Language provision

Recognising that satisfying the criteria of the 1+2 policy may not be fully applicable / appropriate for special schools, we instead asked local authorities the broader questions of how many of their special schools were providing opportunities for language learning.

The responses received show that approx. 70% of special schools responding were providing such opportunities 2022-23 (compared with 91% in 2020-21), with the remainder (30%) not doing so.

The provision of languages / communications systems such as BSL, Makaton, PECS, and Signalong is more common.

Languages reported in the ‘Other’ category included further various Augmentative and Alternative Communication (AAC) systems and technologies^[1].

N.b. This data may contain multiple counting of some schools, e.g. a school may offer both French and Spanish for different year groups. Out of 51 schools.

5.2 Models used to deliver language learning

Where it is appropriate for learners to do so, special schools offer learning in one or more additional languages. Some introduce languages as part of interdisciplinary learning, delivering a number of languages throughout the school experience.

A number of special schools reported the use of immersive experiences to explore the culture of the countries where the target languages are spoken. Provision is made in some schools for secondary stage learners to undertake SQA awards and national qualifications in languages.