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Audio translations in various languages of the parents / carers booklet.

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Reach - What is Additional Support for Learning?

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Reach - What is Additional Support for Learning?

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However, sometimes you might need more or different support than other people in your class.

This is called additional support for learning.

Additional support for learning is often called ASL for short.
It's when you get extra help to take part in school or get the most from your education.

The support you get may be all the way through school, or only for a short time and there are lots of reasons why you might get extra help. It may look different to the support other pupils get but the important thing is that it works for you.

What are additional support needs?
You may also have heard of additional support needs, or ASN for short.
An additional support need can be anything that means you need additional support with your learning.

There is no set list of what additional support needs are - it can be anything that means you need some extra help!

But to help get an idea of the wide range of additional support needs, we've listed some examples below:

These are just some of the reasons why you might need some extra support with your learning but there are other things that we haven't included.

If you think you might need some support but don't know where to start, take a look at our advice section.

Want to find out more about different additional support needs?

Then check out our All About ASL series 🙂

The All About ASL series gives an insight into different additional support needs. We cover what they are, how they can affect your learning and what support is available.

top 5 things to know

1. There is no limit to the amount or type of additional support needs. You can experience more than one additional support need at any time.

2. You don't need to have a diagnosis of any kind to get some extra support for your learning.

3. If you have a disability or medical diagnosis, you don't necessarily need support with your learning.

4. Your support should always be something that works for you as an individual. What works for others may not work for you.

5. You should be involved in decisions made about your support and your support should be reviewed regularly to help make sure it's working.

Find out more...

Advice if you are someone who accesses extra support but feel unsure about other people knowing.

Read about the different ways your school can support your learning.

Neuropoint share their advice about neurodiversity and learning. Read their top 5 tips about getting support at school.

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Additional support for learning is often called ASL for short. Find out more about what it means and why pupils might get extra help.

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At Firrhill High School 6.6% of pupils are Armed Forces, compared to 1% across Scottish schools. This is significantly larger than other schools within Edinburgh and we believe it is

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"Care experienced" is a powerful term.

Although it isn't a legal term, it's one which the Independent Care Review heard has special meaning for many of the people who identify with it.

That's not only true for adults. Infants, children and young people may all identify as care experienced.

For them, it combines:

a description of the situation they've grown up in,

a recognition that this situation may grant them additional support and protection under law, and

an understanding of their personal identity.

Not everyone who could identify as care experienced will choose to do so.
For some people, it's a term that feels stigmatising- and this means they don't want to use it.

But it's one which The Promise Scotland uses in a broad and inclusive way due to the meaning that many care experienced young people attach to it.

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Learn about the term "care experienced", which has special meaning to many of the people who identify with it.

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British Sign Language - Learn BSL Online

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British Sign Language online course, free resources, games, information, and greeting cards. Learn British Sign Language today.

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Why Words Matter - ASD Terminology Guide

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Why Words Matter - ASD Terminology Guide

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Transition at Firrhill High School - Firrhill High School

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Your email address will not be published. Required fields are marked.*

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Autism Parent Information Sessions & Videos

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Autism Parent Information Sessions & Videos

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Make text more readable by colouring backgrounds of letter combinations

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Thursday 27th March 7pm-8.30pm

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Book your free place – Dyslexia Masterclass for parents – Zoom

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Join Dyslexia Scotland South East branch and Sharon Hall for a whistle-stop tour of supporting children and young people with d…

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Make text more readable by colouring backgrounds of letter combinations

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Secondary Literacy & Dyslexia Strategy Checklist

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Secondary Literacy & Dyslexia Strategy Checklist

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Secondary Literacy and Dyslexia Strategy Checklist

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Parents/Carers Guide for Neurodivergent Children

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Parents/Carers Guide for Neurodivergent Children

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Parents:Careres - Understanding the Strengths and Difficulties of Neurodivergent Children

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Teacher Guide for Neurodivergent Children

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Teacher Guide for Neurodivergent Children

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Teachers - Understanding the Strengths and Difficulties of Neurodivergent Children

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Parents:Carers - Understanding the Strengths and Difficulties of ADHD

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Teachers - Understanding the Strengths and Difficulties of ADHD

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Parents:Carers - The EPIC Strategy booklet

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autism autistic asd awareness animation 2d educative education "autistic spectrum disorder" aspergers

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The Amazing Things project is an ongoing animation initiative aimed at promoting understanding and acceptance in future generations. It all started with "Amazing Things Happen" an animation I, created in my spare time for nearly 2 years, to help children understand autism in the hope that future generations grow up with a better understanding of it.

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What is autism? Autism is a lifelong neurodevelopmental difference in the way a person communicates, interacts and processes the world around them. There are more than 1 in 100 autistic people in Scotland. Every autistic person has skills, talents and aspirations.

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Stages of English General Descriptors with Time Scales

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Forces Children Scotland - The Deployment Rollercoaster

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Forces Children Scotland - The Deployment Rollercoaster

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The Deployment Rollercoaster - Forces Children Scotland

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Join the wonderful McLennan family through the ups and downs of the deployment cycle.

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Forces Children Scotland - Wellbeing Journal

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Forces Children Scotland - Wellbeing Journal

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iPad Apps To Support Dyscalculia/Numeracy

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iPad Apps To Support Dyscalculia/Numeracy

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iPad Apps To Support Communication Needs

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iPad Apps To Support Communication Needs

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If you’re affected by sight loss, we’re here for you

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​ Websites Apps Videos Books Coronavirus

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Doorway Online is a collection of free and highly accessible educational games that learners will find easy to use independently. Each activity has a range of accessibility and difficulty options. Originally developed with funding from Scottish Borders Council, it is now managed by the Doorway Accessible Software Trust, a Scottish charity.

Filed Under: Tagged With: News accessible, activities, educational, free, games, interactive, interactive whiteboard, iwb, learning, literacy, maths, numeracy, school, spelling, typing

We are proud to announce Text Type, the final version of our touch typing activity. Please read these notes carefully.

We have made numerous changes to Text Type to make it more accessible:

Enhanced speech feedback echoing all keypresses and on-screen text. This makes Text Type accessible to leaners with extremely low vision, with some support.

We have increased the size of the target text to make TextType more accessible to visually impaired learners.

As far as possible, Text Type can be navigated by keypresses. These are the standard keys to navigate web browsers. TAB, Enter, the Up and Down Arrow Keys.

Doorway Single Handed Typing has been added to Text Type. This allows learners with use of a single hand to practise typing using exercises developed for their particular need. Select Left or Right from the title screen.

Teipio Testun Text Type is now a totally bilingual activity The Welsh Governement has paid for this development including the above improvements. Text Type/Teipio Testun is also available on their education website, The Hwb.

Browsers - Text Type has been tested on Microsoft Edge and Chrome. It should work in Firefox, but this is not guaranteed.
An important notice about the Speech Output
In previous versions of Text Type, the target letter (female voice) and any mistyped letter (male voice) were spoken by recorded human voices. Text Type now uses text to speech voices. The first time you use Text Type, you will need to choose the voices.

These voices are specific to the browser:

In Microsoft Edge, Sonia Online and George might be a good choice

In Chrome, the choice is between the Microsoft voices and the Google voices, female and male.

In Firefox, you can use a favourite pair of SAPI voices such as Cerevoice Heather and Stuart which are particularly clear in differentiating the names of the letters. You will have to use Firefox, which still supports SAPI voices. Firefox is not officially supported, but we have found no issues with Text Type and Firefox.

Documentation. We have produced a guide to Text Type/Teipio Testun in English, for learners in both languages.

To download this documentation, use the link below:

Two previous versions
For the moment we are keeping two previous versions on the site, TT3 phase 2 and TT3 phase 3. These are no longer supported and may not be kept here much longer.

Scheduled maintenance will be happening to the Doorway website on 16-02-2022 between 9 am and 3pm. During this time the site may not be available for around 10 to 15 minutes.

We are sorry if this causes you any inconvenience.

Doorway Online is designed to run on the following supported web browsers:

Microsoft Edge, Google Chrome and Mozilla Firefox (should be compatible).

If you are experiencing problems accessing our site or activities please check you are using one of the above browsers and that your browser is up-to-date.

If you are still experiencing problems please fill in an error report and we will get back to you.

Note: Internet Explorer is no longer supported by our site as it will soon be retired by Microsoft.

Important Update: There is even more up-to-date version of Text Type. Read more about this update here.

We have completed Text Type 3, the touch typing tutor for visually impaired learners that should suit anyone learning to touch type.
The new features are aimed at learners with very low vision:

Text to Speech is available for almost all on-screen text

TAB, Space and Enter can be used to access most functions

Newly recorded female and male voices are used to prompt the next keypress and warn of an incorrect keypress

Single-Handed Typing is now included in Text Type 3

We invite you to take a look at Text Type 3.

Text Type 3 phase 2, has been available on the site for over a year and will be available for three more months. It can be found here.

With the decline of Adobe Flash, soon some of our activities may not continue to function. The following activities have been renewed and will continue to work: Text Type, Speller 2, Letter & Number Formation, Cashing In and the First Phonics suite.

Fortunately, the downloadable version of our remaining activities should continue to run on Windows computers. All of our activities can be downloaded for free below!

The file is zipped and will need to be extracted before use ( how to extract/unzip a file). For installation on a school network, a request will need to be made to the network administrator.

Filed Under: Tagged With: News doorway activity pack, download, windows

Doorway Activities were originally developed in Adobe Flash. This was a good way to develop such activities up to eight or ten tears or so ago. However, Apple decided not to support Flash and later tablets entered the scene. There was a solution in Puffin Browser. Our older activities still work on PCs and Android devices with Puffin Browser installed. This is no longer available on the Apple Store.

We have been able to re-code these activities to work with almost all computers and devices;

Text Type 3

Speller 2

Letter & Number Formation

Cashing In

First Phonics suite, incorporating First Sounds; First Words; First Blends; First Digraphs; More Digraphs; First Blends

First Phonics. The suite of activities now working with most devices.

These have been developed in the modern format of html5 and JavaScript and there are no restrictions to their working on browsers on PCs and Macs. They also work on tablets although on iPads they do not enter full-screen mode as they do on Android tablets. For the remaining activities, we hope to convert more.

In the meantime, if you want to access the Flash-based activities on this site; - Do not use Chrome Browser. Firefox is more friendly to Flash-based activities. If you are using a PC you can buy the Doorway Activity USB pen-drive and install the activities directly to your PC, Pendrive or Network, or even run them directly from the USB stick. It's available now at £ 10, below cost price from [email protected] There is no copyright restriction any more.

The Doorway Activity Pack, now on USB pen-drive. All the Flash-based activities from the website should work on all Windows PCs. This includes networked PCs, but installation may require a network administrator.

We expect that you'll be able to download these activities directly from this site before too long. Watch this space .................

We are working on the final phase of Text Type 3, the touch typing tutor that can take learners from the home keys to mastery of the whole keyboard and typing sentences. This activity is designed to be as accessible as possible to visually impaired learners as possible. The final version should be accessible even to blind learners, after some initial guidance.

Learning to touch type.
There are some things that you need to know before supporting a learner on the road to touch typing

Touch Typing is just that. There should be no keeking at the keyboard. Do not look at the keyboard or your hands, all the information you need is on the screen in Doorway Touch Type.

Touch typing is a motor learning experience. This means not looking at your hands. The best way to ensure this is to cover the learner's hands with a light cloth. If you truly learn to touch type this skill will last a lifetime like riding a bike. Even learners with mild VI can be tempted to peep.

Motor learning is a very powerful tool and such skills will remin with you thoughout life. However you need to be careful. An incorrect motor habit is very hard to correct. So get it right from the start.

You need to get into a comfortable position in which the hands fall naturally onto the keyboard. The surface on which the keyboard stands must not be too high. The wrists may rest on pads if you are typing for a long time.

A Touch Typing programme is a series of lessons starting with the home keys (A S D F J K L ; ) and leading to full mastery of the keyboard. Moving on to the next exercise without sufficient mastery of the current exercise, will only lead to disappointment later on. A score of 90% or one error in every ten keypresses should be the minimum achievement before moving on. 94% or better is our recommended level of accuracy before moving on.

Learners benefit from regular practice. Little and often is best.

Accuracy should come before speed. Start slowly. If you can type at a regular pace, almost to a beat, it will help you achieve a high speed.

Doorway Text Type is a series of exercises that, followed properly, can lead to a high rate of accuracy in typing and a good rate in terms of words per minute. In handwritten exams with a lot of writing involved. Writing at a rate of 20 words per minute is an arduous task. For a typist that is a low rate of entry. A rate of 40 words per minute is entirely realistic for a sixteen-year-old typist coming up to exams.

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Doorway Online does not collect any information about users.

Text Type 3 stores the results from a user's last session on the computer it is accessed from, but we cannot see that data.

We use Google Analytics to give us usage figures for our activities. This is anonymised data that allows us to see which countries users are accessing our site from, which activities they access and allows us to check for bandwidth issues. It is not possible for us to identify a school or an individual user. We also get anonymised data from Google ads. These adverts are usually blocked in schools.

If you communicate with us by emailing [email protected], our mail server may store your email address. However, we will not use this address to communicate with you except regarding the issue you contacted us about. Your email address will be shared with no other organisation.
Email addresses will be deleted from our mail server when we no longer require them and in any case, two years after our last contact with you. You may send an email to that address asking for your emails and email address to be deleted.

A teacher in East Lothian has made up some very useful record sheets for students to keep track of their progress through the Speller levels. He has been generous in making them available to all.

They are in a compressed zip file which you may have to open using WinZip.

Thanks again to Darren Donnelly, PT Support For Learning, Musselburgh Grammar School for compiling these word lists.

The off-line version of Doorway activities for Windows PCs or laptops which had poor or no internet access has been the Doorway Activity Pack CD. This installs the activities onto your hard disc, server or pen-drive. Typically these were licensed by a school or LEA. We are no longer charging for this, beyond the costs of materials and copying.

We will be making the Doorway Activities freely downloadable. We must thank those authorities that licensed the Doorway Activity Pack CD when we started up. Those licence fees kept us going when finances were terribly tight. Now, it makes sense to make them freely available.
Coming Soon

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Doorway Online is a collection of free and highly accessible educational games that learners will find easy to use independently. Each activity has a range of accessibility and difficulty options. Originally developed with funding from Scottish Borders Council, it is now managed by the Doorway Accessible Software Trust, a Scottish charity.

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CELCIS hosts the Education Forum, a collaborative network of practitioners who are involved with or are interested in the education of looked after children.

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Top tips: Supporting children who are adopted - Enquire

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Fiona Aitken from Adoption UK in Scotland shares tips for school staff who are supporting children who are adopted.

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Raising a Child Protection Concern @ Firrhill

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Raising a Child Protection Concern @ Firrhill

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Children’s Education Advisory Service (CEAS)

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Children’s Education Advisory Service (CEAS) supports operational effectiveness through the provision of educational support to Service and eligible MOD civilian families.

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ADHD is a neurodevelopmental difference that affects approximately 5% of the UK population. Around 37,000 children and young people in Scottish schools have ADHD.

Common features of ADHD

Although each individual is unique, there are three groups of symptoms common to ADHD. These include:

challenges with concentration and attention

impulsiveness

hyperactivity

Some individuals experience challenges with attention and concentration, but not hyperactivity or impulsiveness. This form of ADHD is sometimes called Attention Deficit Disorder or ADD. ADD can sometimes go unnoticed because the symptoms may be less obvious.

ADHD can co-occur with other neurodevelopmental differences such as Autism, Dyslexia, Epilepsy or Tourette's Syndrome .

Positive traits of ADHD

For many individuals, ADHD is linked to positive traits such as:

creativity

flexibility

enthusiasm and spontaneity

energy and drive

compassion

risk taking, which can lead to important discoveries

an ability to process information and make broader observations

The challenges you might notice

You might notice that children and young people with ADHD:

have a short attention span

find it hard to concentrate and are easily distracted

may make mistakes

appear forgetful, or tend to lose things

have difficulty organising tasks or possessions

find it difficult to stick at tedious or time-consuming tasks

find it hard to wait for their turn

appear to be unable to listen to or carry out instructions

constantly move or fidget

talk excessively

have a tendency to interrupt

are impulsive or act without thinking

have little or no sense of danger

How you can help

All children and young people with ADHD can thrive. With the right support, people with ADHD can progress and excel in their learning. Embracing a flexible approach to inclusive practice ensures support can meet individual needs.

When supporting individuals with ADHD:

be aware of environmental factors which may impact their participation

recognise and celebrate their strengths

understand the potential impact to their self-esteem when things go wrong

ensure that instructions are clear and straightforward

be consistent with routines to provide predictability

allow ample time and warning when transitioning to a new activity

use visual timetables and checklists to help with personal organisation and build independence

set achievable goals

break tasks down into manageable sections

plan seating to minimise potential distractions

allow movement or sensory breaks throughout the day

Learn more about ADHD

The University of Edinburgh has created EPIC resources. These are free guides for parents, carers, and education practitioners. They contain practical strategies and approaches to supporting children and young people with ADHD, Autism and Developmental Co-ordination Disorder (DCD).

The Open University offers a free introductory course on Understanding ADHD and NHS Inform provides more information about ADHD diagnosis.

The ADHD Foundation UK has created a series of information booklets including a teenager's guide to ADHD.

Improvement questions for practitioners

These reflective questions invite you individually and your setting to consider how well does your setting:

recognise and plan for learners with ADHD?

engage with and support parents and carers of children and young people with ADHD?

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Attention Deficit Hyperactivity Disorder (ADHD)

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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The CIRCLE resources were developed through a collaboration between Queen Margaret University, NHS Lothian and City of Edinburgh Council.

The information in these resources represent the reflective practice of hundreds of teachers as well as feedback from learners and parents/carers. It also reflects relevant research and policy guidance.
CIRCLE: Ideas in practice - primary (PDF) CIRCLE: Ideas in practice - secondary (PDF)
How to use this resource to improve practice?

The CIRCLE Framework is a way of organising and supporting input using a staged system of support, beginning with setting up an inclusive classroom. Checklists and planning tools are included to support discussion, and can be used to document strategies used and record professional learning. It includes the CIRCLE Inclusive Classroom Scale and the CIRCLE Participation Scale developed with practitioners to support identification of changes required and the measurement of progress.

Overall, the resource aims to empower education staff to support all pupils, to promote inclusive practice and to encourage effective collaboration between school staff, parents/carers, partner services and other agencies.

These resources strengthen a whole school approach to improving inclusive practice but can also be used by individual practitioners improving their classroom setting or their approach to supporting an individual learner.

CIRCLE professional learning

Education Scotland has created additional professional learning materials to support individual and group learning around how to promote effective inclusive practice using the CIRCLE framework for inclusion and to support development of knowledge and experience in using the CIRCLE framework tools:

View the CIRCLE (Primary) professional learning materials

View the CIRCLE (Secondary) professional learning materials

Practice Exemplars

Colleagues in East Lothian have kindly shared their approach to a strategic roll-out of the CIRCLE resource across all Primary and Secondary settings, with reflection on impact:
East Lothian CIRCLE Impact Report 2023 (PDF) CIRCLE Implementation in East Lothian (PDF)
Practitioners working in a variety of roles and settings share their experience and reflections on using the CIRCLE tools.

Improvement questions

To what extent does my classroom practice reflect the context of Scottish education, inclusion and equality?

How can my inclusive classroom practice support and secure improved achievement and attainment for children and young people who require additional support?

Do I know where to access information and free resources to support my inclusive classroom practice and do I evaluate their impact?

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CIRCLE resource to support Inclusive Learning and Collaborative Working (Primary and Secondary)

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Parent/Carer Guide To ASN Post School Enhanced Transition Planning

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Parent/Carer Guide To ASN Post School Enhanced Transition Planning

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Firrhill High School Library Is For Everyone!

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Firrhill High School Library Is For Everyone!

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80 Book Recommendations for S1-S4

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ASN Post School Opportunities in Edinburgh

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ASN Post School Opportunities in Edinburgh

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Principle 1

Multilingualism as an asset
Encouraging learners to use and develop their full linguistic repertoire is highly beneficial.
Learners' multilingualism - their ability to listen, speak, read and view, and/or write in one or more languages and/or scripts beyond English - is a valuable resource. Maintaining and further developing learners' home languages and other languages they know results in greater cognitive flexibility and stronger academic performance. Teachers and support staff should, where possible, deploy pedagogies which include the use of different languages. Learners using EAL should be encouraged to codeswitch and translate between any languages they know to support their subject content learning and the acquisition of academic English.

Principle 2
Having high expectations of learners using EAL while offering them the language support that they need is beneficial to their learning.
Principle 3

Integrated focus on content and language
Focusing on language while teaching subject content is crucial to the progress and attainment of learners using EAL .
Principle 4

Effective and holistic pupil assessment
EAL assessment builds a broad picture of the learner , which enables teachers to plan appropriate and targeted support.
Effective assessment provides teachers with the information needed to adapt teaching for EAL learners. Initial diagnostic assessment should gather linguistic and educational information, such as information about learners' language and literacy practices, prior education, and current cognitive skills. Initial assessment of learners' proficiency in English should include assessment of listening, speaking, reading and viewing, and writing.

Conducting a first language assessment provides useful information. Formal standardised tests designed to assess the reading age, verbal reasoning, spelling, and reading comprehension of first-language English learners are not always suitable for assessing learners using EAL.

When assessment is used to evaluate conceptual understanding, it helps to reduce the linguistic demands of the instructions. Continuous formative assessment should include both assessment of English language development using an EAL-relevant assessment framework, and teacher assessment of learning in different subjects.

Principle 5
Including learners using EAL and their family in all aspects of school life improves their wellbeing and motivation for learning and is beneficial for the school.
In order to have opportunities for success in school, learners using EAL need to feel safe and secure from day one and need not be excluded from any aspect of school life. Schools should foster an inclusive culture in which learners using EAL are encouraged to participate in extracurricular activities and to join mixed-language friendship groups.

Social inclusion is successful where schools create respectful relationships with learners' families and the wider communities, striving to understand families' backgrounds, cultures, and prior experiences. S ome parents of children who use EAL , especially those who are new to English and to the English school system themselves , face additional challenges to parental participation. Therefore, schools should have accessible communications and expectations for all staff, schoolwide, to build reciprocal relationships which actively promote family involvement and mutual understanding.

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Five Principles for Effective Teaching of EAL Learners

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The five EAL Principles are intended to guide schools as they develop and embed effective provision for EAL learners.

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Project SEARCH provides employment and learning opportunities for young people with learning disabilities.

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Edinburgh Project SEARCH (EPS) provides employment and learning opportunities for young people with a disability.

It is a partnership between

The City of Edinburgh Council

Edinburgh College

NHS Lothian

Virgin Hotels

What you will do

Starting in August and lasting one college year, you will:

attend every Monday to Friday from 9am to 4pm

complete three different internships

complete over 600 hours of work experience and gain a college qualification

learn from the tailored Project SEARCH curriculum

gain skills needed for work

Our tutors and job coaches provide internship training room learning support. Outcome results are very high with 60 to 100% moving into paid jobs.

Requirements

You must

be between 16 and 29 years old

want to secure a full time job (16+ hours)

live within Edinburgh and the Lothians

have a recognised disability

be able to commit full time for one year

be able to travel alone or learn how to do this by the start of the programme.

Information events

We are holding information sessions for our next cohort of interns, who will begin the programme in August 2024. These sessions are for interested young people, parents/carers, support staff and employability providers and will be held at Waverley Court, 4 East Market Street, Edinburgh, EH8 8BG. Come along join us and find out more about the programme and advice on how to apply. You can book a place here - Edinburgh Project SEARCH 2024/25 Information Sessions (office.com)

Monday 19 February 2024, 6-7pm

Wednesday 21 Februrary 2024, 6-7pm

Monday 26 February 2024, 6-7pm

Wednesday 28 Februrary 2024, 6-7pm

Tuesday 5 March 2024, 6-7pm

We will also be holding an online session on Microsoft Teams on Thursday 7 March, 2-3pm.

If you have any accessability requirements please contact us to discuss.

Apply now

We are now accepting applications for our 2024/25 programme. Please complete the application form and return it to project.search@edinburgh.gov.uk by 12pm on Monday 22 April 2024.
Visit the Edinburgh Project Search Facebook page

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Project SEARCH provides employment and learning opportunities for young people with learning disabilities.