What is SEN Students

Current trends in bilingual schools of changing from bilingual sections (where only part of the students followed the bilingual programmes) into whole bilingual tiers make it necessary to reflect deeply on how administration stakeholders and teachers are approaching inclusion and differentiation in the bilingual primary classrooms. In the past, this was not an issue, as most specific educative needs (SEN) students did not follow bilingual tears as both some teachers and parents, too, thought that learning content in a different language from the mother tongue could hinder their learning process in schools. This chapter presents insights from classroom practice carried out with an important group of students belonging to an ethnic minority and in social risk. Different ideas on how inclusion and differentiation can be approached will be presented.