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Additional Support for Learning

Additional Support for Learning

How is additional support for learning organised in Clackmannanshire?

Clackmannanshire Education Service is committed to the principle of mainstream education for all children and young people, as outlined in Scottish Government legislation.

All children and young people need support to help them learn. The main sources of support in Early Learning Centres and schools are the staff who, through their normal practice (which includes ongoing assessment and adaptations as part of good teaching) and the use of the Getting It Right For Every Child (GIRFEC) approach, can meet a diverse range of needs.  Most children and young people will be able to learn with this support.

Some children or young people will need additional support, for example:

• A particular approach to learning and teaching used with children and young people with autistic spectrum disorders, dyslexia or vision or hearing impairments.
• Support from an ASL to help with a reading difficulty.
• Class teacher or Learning Assistant (LA) helping a child follow a programme drawn up in consultation with other professionals such as outreach services, Speech and Language Therapy, or Educational Psychologist.
• Additional challenge for very able pupils.
• Taking part in a life skills course.
• An ASL teacher and class teacher working together to adapt and differentiate learning materials to make the lesson accessible for a particular pupil.
• Specialist equipment support from physiotherapy or occupational therapy.
• Support where English is a second language.
• Bereavement counselling.
• Support and planning around Young Carer responsibilities.
• Consideration to the needs of pupils who are care experienced.
• Supported work experience or college placement.
• Career support for education, training or employment in preparation for leaving school.

All Clackmannanshire establishments have access to a range of staff who support children/young people with additional support needs. Some are located in establishments while others provide support across a range of schools.

Every secondary school has a pupil support team which is responsible for developing support systems for young people.

Class teachers and support staff have access to a wide range of training to equip them to meet the needs of pupils with additional support needs.

Support plans are specific to the needs of the child or young person and take account of their particular individual circumstances. These would be identified through the Staged Intervention process.