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Information for schools and professionals.

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Guidelines for Supporting Young Carers in AberdeenshireSecondary Schools

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Guidelines for Supporting Young Carers in AberdeenshireSecondary Schools

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Aberdeenshire Schools Young Carer Toolkit

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Aberdeenshire Young Carer Strategy (Aberdeenshire Council)

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Aberdeenshire Young Carer Strategy (Aberdeenshire Council)

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We are young carers, who cares for us?

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Welcome to the new Digital Education Hub for all staff in Scotland working with young carers in schools. These resources are for Aberdeenshire.

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Welcome to the new Digital Education Hub for all staff in Scotland working with young carers in schools. These resources are for Aberdeenshire.

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Culturally Responsive Schools Tool Kit - a tremendous source of support for pupils, parents and staff regarding EAL.

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Teaching EAL - Bell Foundation (Charity)

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Teaching EAL - Bell Foundation (Charity)

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Principles of teaching EAL.

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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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EAL Advice - Scotland's National Centre for Languages (SCILT - charity)

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EAL Advice - Scotland's National Centre for Languages (SCILT - charity)

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Links to a number of different sources of support for pupils with an additional language.

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Carers Trust runs a network of local carer organisations in England, Scotland and Wales. They offer information, advice, practical support and/or care in the home to unpaid carers of all ages.

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Young Carers Package (Young Scot - charity)

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Young Carers Package (Young Scot - charity)

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Young Carers Package is a bunch of rewards, prizes and opportunities for anyone aged 11-18 inclusive in Scotland who provides a caring role.

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The Young Carers Package is available to anyone between the ages of 11-18 who has a caring role. It aims to allow young carers to make the most of their free time and support them.

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To be able to get Young Carer Grant, you must be 16, 17, 18 or 19 years old.

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Young Carer Grant is a yearly payment of £359.65 for young carers in Scotland.

To be able to get Young Carer Grant, you must be 16, 17 or 18 years old.

You must also have been caring for 1, 2 or 3 people for an average of 16 hours a week for at least the last 3 months. If you care for more than one person, you can combine the hours of the people you care for to average 16 hours a week.

How you spend the Young Carer Grant is up to you. You could use it for things like new clothes, driving lessons or a holiday. You do not need to tell us what you spend the money on.

If you care for someone for 35 hours or more a week

You may be able to get Carer Support Payment or Carer's Allowance.

Carer Support Payment is replacing Carer's Allowance in Scotland. It's available in some parts of Scotland from 20 November 2023. Find out who can apply for Carer Support Payment.

You should apply for Carer Support Payment or Carer's Allowance once you've been paid Young Carer Grant. You will not be able to get Young Carer Grant if you're already getting Carer Support Payment or Carer's Allowance.

Find out about Carer Support Payment.
If you live in Scotland, England or Wales, you can find out more about Carer's Allowance by going to GOV.UK. If you live in Northern Ireland, you may be able to get Northern Ireland's Carer's Allowance by going to nidirect.

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Who can apply for Young Carer Grant and how to apply.

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Young Carers Transitions (Young Scot - charity)

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Young Carers Transitions (Young Scot - charity)

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Transition periods like moving up to secondary school, heading off to university or getting your first job come with new pressures and can be challenging to balance around caring roles. There is support available during these times and this page has information about this.

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Young Carers face a number of transition periods during their time as a young carer. Read about what support is avaiable.

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Voluntary Service Aberdeen (VSA - charity)

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Voluntary Service Aberdeen (VSA - charity)

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An in-depth understanding of the people of Aberdeenshire; they take a localised approach to all our information and carers services.

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Search Donate to VSA Careers Volunteering Latest News Become a Trustee Contact VSA

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What is visual stress and the impact of overlays.

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Patient Information Leaflet
Introduction
The aim of the visual processing difficulties (VPD) clinic is to diagnose and treat visual problems which will interfere with a child's education. The clinic is not intended to replace the expertise of the teachers, the special educational needs coordinators (SENCOs), the inclusion teams or the educational psychologists, and neither can our assessment give any diagnoses of dyslexia or any other educational problems.

Our expertise lies in the area of visual processing difficulties, such as ocular motility problems, visual stress, and deficiencies in eye tracking movements and visual perception difficulties. The child may well have some characteristics of dyslexia and an underlying visual problem (for example, over 50 per cent of dyslexics will have visual stress). However, treating one area of visual difficulty will not be a miracle cure for the dyslexia or a specific learning difficulty, but it will help the child manage their problem in a better way.

1. Q) What is visual stress?

2. A) Visual stress (sometimes called 'Meares-Irlen Syndrome' or 'Scotopic Sensitivity Syndrome') is the experience of unpleasant visual symptoms when reading, especially for prolonged periods. Symptoms include illusions of shape, movement and colour in the text, distortions of the print, loss of print clarity, and general visual irritation. Visual stress can also cause sore eyes, headaches, frequent loss of place when reading and impaired comprehension.

3. Q) What causes visual stress?

4. A) Visual stress is thought to be stimulated by the stripy effect of the writing, which overstimulates the visual cortex in the brain and produces symptoms.

5. Q) How does a coloured overlay help?
A) Coloured overlays are transparent sheets of coloured plastic that can be placed over a page or a book. They are used to colour the text without affecting its clarity. The colour reduces the perceptual distortions of text that children sometimes describe. They enable some children to read more fluently, with less discomfort and fewer symptoms of visual stress.

Coloured overlays and coloured glasses can increase the speed of reading, although with conventional text, the improvement may only be apparent after 10 minutes of reading, when the child would begin to tire were an overlay not used. If the text is closely spaced, the benefit is more immediate.

The children who benefit may already appear to be good readers, but usually they have difficulty with reading. They usually suffer visual discomfort when reading and when questioned, and will often report visual distortions of the text.

A specialist orthoptist has assessed the child's eyes and prescribed the coloured overlay as a trial. The overlay may not be the correct colour or the child may not like to use it. If the overlay is simply making the page look different, the effect will wear off. If the child voluntarily uses the overlay for one school term, then this is a positive indicator that colour will be beneficial.

The child does not have to use the overlay if they feel it makes no difference. The response to colour is subjective and the user is the best person to judge if there is any benefit.

Q) How is a coloured overlay used?
A) The coloured overlay should be laid over the text the child is reading. The overlay should be flat and touching the page, and positioned so as to avoid reflections from the surface.

The overlay should not be creased, and it is a good idea to keep the overlay in an envelope when not in use. The child can touch the overlay to help when reading and it can be wiped clean.
What if I have any problems or questions after reading this leaflet?
Please contact the Orthoptic Department at Russells Hall Hospital on 01384 456111 ext. 3636 (9am to 4.30pm, Monday to Friday).
Eye emergency, out of hours
In case of an eye emergency after the closing hours of the Eye Clinic (including weekends and bank holidays), please contact the eye doctor on call by ringing the switchboard at:
Birmingham and Midland Eye Centre on 0121 507 4440
The doctor on call is usually based at the Eye Centre, City Hospital, Dudley Road, Birmingham. They may need to call you back, and if necessary, they will arrange for you to visit them.

Note: The information in this booklet is provided for information only. The information found is not a substitute for professional medical advice or care by a qualified doctor or other healthcare professional. Always check with your orthoptist if you have any concerns about your condition or treatment. This is only indicative and general information for the procedure. Individual experiences may vary and all the points may not apply to all patients at all times. Please discuss your individual circumstances with your orthoptist.

We are always happy to answer any questions regarding your child's treatment. If, after reading this leaflet, you still have concerns or questions, please call the department on 01384 456111 ext. 3636.
For further information visit: www.orthoptics.org.uk/patients-and-public
If you have any questions, or if there is anything you do not understand, please contact the Russells Hall Hospital switchboard number on 01384 456111 and ask for the relevant department who issued this leaflet.

If you have any feedback on this patient information leaflet please email dgft.patient.information@nhs.net
Visual Stress LM/PG/CS/ST/DP/09 2024/v4 - review 06 2027 DGH/PIL/02076
This leaflet can be made available in large print, audio version and in other languages, please call 0800 073 0510.

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Visual Stress and Coloured Overlays - The Dudley Group NHS Foundation Trust

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Explainer and suggested supports.

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Offers a range of support/information sources (using avoidance rather than absence in it's vocabulary).

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Support sites for people struggling with school absence.

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It's normal for children and young people to feel worried about something that's happening at school - for example, when starting a new school or during exams. Sometimes, however, school can become challenging, stressful or distressing over a much longer period of time.

If your child is feeling anxious about school, or not able to go, it can be exhausting for both of you. Mornings in particular can become really stressful for the whole family, as you try to juggle your child's feelings alongside the need to get them to school and get on with your other responsibilities such as work. Even if you manage to get your child to the school gate, you might know how difficult they're going to find the day - or know that you'll be facing the same problem tomorrow morning.

If you're in this situation, we've got advice to help you explore what's going on with your child, make changes at school that can help, and find the support you need if your child can't go to school.

Young people can feel anxious about school for lots of different reasons. They might be worried about making friends or fitting in, find schoolwork or lessons confusing, feel pressured to learn in a certain way or find their relationships with teachers difficult.

Sometimes, going through difficult experiences outside of school - such as bereavement, an illness in the family or being a young carer - can also make it harder for a child to feel settled at school.

For some young people, the school environment isn't right for them, and trying to fit into it can create a huge amount of stress. This might be the case if they are struggling with their mental health, or have a neurodiverse condition or Special Educational Need (SEN) such as autism, ADHD, dyslexia or dyspraxia. This can make the school environment anxiety-provoking and exhausting, especially if their condition or need is undiagnosed or not being well supported.

Young people might show they're feeling anxious about school by:

not wanting to get up and get ready

saying they can't go

worrying a lot about small issues, such as having the right equipment for a lesson

feeling sick, or having stomach aches or headaches

not sleeping well

not doing schoolwork, or their grades dropping

being angry or upset, or acting out - at school or at home

withdrawing - seeming low, quiet or depressed

It's often difficult for your child to articulate the problem. They may be in a heightened state of stress and not know why or feel able to explain. Your child probably wants to feel able to be in school, just as much as you want them to be there. In many cases it just doesn't feel possible.

Sometimes it can be difficult to work out what's making your child feel anxious, and the first step is often helping them to identify exactly what's worrying them. Once you understand the problem, you'll be in a much better position to make changes that can help.

Young people can find it hard to explain what's causing their feelings, and might not be able to answer direct questions like 'what's going on?' Using an anxiety iceberg can help to open up the conversation - giving you a more relaxed way of exploring together what's causing their anxiety.

Watch our video to find out how to make an anxiety iceberg with your child.

If you're making an anxiety iceberg with younger children, you might want to draw images on the iceberg, or encourage them to write simple words. With older children and teenagers, you can ask them to write key words and phrases on the iceberg, or do this as a mind map, with 'school' in the middle and all the things they're finding difficult around the outside.

Through this exercise, you might identify worries such as arriving at school, finding the environment noisy or overwhelming, finding lessons confusing, feeling lonely through the day, or feeling uncomfortable during specific subjects.

Once you understand what's going on for your child, you can use their anxiety iceberg or mind map to communicate with the school and ask for specific changes.

Follow these steps to start a conversation with the school:

Here are some examples of things you can ask the school for:

Remember that even though this situation can be really tough for you and your child, it's a good idea to maintain a positive relationship with the school. Recognise the support they're offering and any changes they're making. This will help you work together to make things better for your child.

Building a relationship with the attendance team at my son's school was hugely helpful, we were talking with them each day.

If your child isn't going to school at the moment, it might feel incredibly stressful and tiring. You might be worried about when they will be able to get back to school or the impact on their education. Or you might feel overwhelmed because you're juggling this alongside work and other family commitments. Things are probably feeling tough for your child too.

During this time, it's important to keep working with teachers and other staff to try strategies that can help your child get back to school. Keep encouraging them to take achievable steps towards attending too. When the right support is in place, it's often easier for a young person to get back into their usual routine if they can return to school as quickly as possible.

If your child's anxiety about school has built up to the point where they can't go, it's a good idea to get them some professional mental health or SEN support. Find out how to do this further down the page.

Alongside requesting professional help, try to:

The school's SEN and attendance policies should be on their website. Knowing what these are can support you during meetings with the school.

This can help if your child is unable to go to school for a longer period of time and you need to ask for more support, including provision of alternative full-time education.

Encourage your child to get up, do some studying and stop for lunch at the same times they would if they were in school. This will make adapting back to school easier. Explain to your child that if they cannot go to school, they will need to study at home - at least until alternative arrangements are put in place. Ask the school to help you facilitate tasks and activities your child can do and use online resources such as BBC Bitesize.

Not going to school could leave your child feeling really isolated. Make sure they stay connected to the outside world by seeing friends and family, doing activities they enjoy and getting outside for walks and exercise.

Speaking to friends online can be really important if your child is feeling isolated at home. Sometimes, however, you might notice that your child is spending lots of time gaming or on their phone, and that this is getting in the way of important daily activities like spending quality time with family, learning, or sleeping and eating well. If this is becoming a problem, have a look at our guide to gaming or guide to social media for more information and advice.

Local authorities must provide alternative education if a child of compulsory school age is unable to attend school over a longer period of time. If your child cannot attend school because of a mental or physical health issue, the local authority should provide an alternative as soon as it is clear that they will be away from school for more than 15 days (either consecutively or over time). Find out how to request alternative education.

Getting back to school after weeks or months may feel extremely difficult for your child, but you and the school can help make it more manageable. Here are some things you can do to help:

Set small, achievable targets, such as visiting the building outside school hours or attending one lesson.

Request a home visit from a school staff member so your child can check in while feeling safe, see that the school cares and discuss any strategies that might help them.

Ask for a reduced timetable, with regular reviews to discuss building back up at a manageable rate.

Discuss changing classes or sets if your child thinks this would help.

Focus on qualifications needed for what your child wants to do next, perhaps dropping a less relevant GCSE to reduce stress.

My son wasn't questioned about his absence when he did feel able to pop in for favourite lessons, helping to ease him back into full days of education.

If your child is struggling with anxiety and it's affecting their day-to-day life, learning or relationships, it's a good idea to find some professional support. Speaking to the GP and finding them a counsellor or therapist are two good places to start. You can find more information about GPs, counsellors and other mental health services in our guide to getting support from mental health services.

If there is no other obvious reason for your child's inability to attend school, they may have an undiagnosed Special Educational Need (SEN) such as dyslexia, autism or ADHD.

If you think this is the case:

Speak to the school's SENCO or your GP to ask for a referral for an assessment.

While you are waiting for an assessment, you can also ask the SENCO to refer your child for support from other professionals, such as an Educational Psychologist or Speech and Language Therapist. These professionals can identify specific needs and make recommendations for additional support the school can put in place - even if your child hasn't had a formal diagnosis yet.

SEN support at school
If your child is diagnosed with SEN, extra support and adjustments should be put in place at school to help them attend and learn. This is called SEN support, and should be available within the school's existing resources. Speak to the school's SENCO in the first instance about how the school will support your child.
Education, Health and Care (EHC) plans
If you do not think your child's needs can be met by the school's existing resources, you can ask the local authority to carry out an Education, Health and Care needs assessment (EHC needs assessment). If the local authority decides your child needs additional support, they will then make an Education, Health and Care plan (EHC plan). This outlines how the extra support they need will be provided. Find out more about EHC plans.
Your Local Offer
Your Local Offer is the information, support and services available for young people with SEN, and for their parents and families. You can find out what support is available in your area by going to your local authority's website and searching for their Local Offer.

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

We have more tips and advice on supporting your child with school, and information about how you can get in touch with our Parents Helpline.
This page was reviewed in December 2022. It was created with parents and carers with lived experience of supporting their child or young person with school anxiety. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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School Anxiety and Refusal | Parent Guide to Support

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If your child is anxious about school, or refusing to go to school at all, read our tips and advice on how you can support their mental health.

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Kooth EBSNA information (Private Company)

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Kooth EBSNA information (Private Company)

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Information on how Kooth can play an important role in addressing Emotionally Based School Non-Attendance

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Kooth’s is well placed to provide timely support for young people experiencing Emotionally Based School Non-Attendance (EBSNA). Our Qwell service can also support parents, carers and other family members. Find out more about our professional support and how we can support students, families and schools.

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Helping Teens with Anxiety (Scottish Government)

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Helping Teens with Anxiety (Scottish Government)

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Helping teens with anxiety | Parent Club

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Teens face many challenges – changes to their bodies, friendship and relationship pressures, and exam stresses. And it’s totally normal for them to feel anxious about things like this. But if your teen seems to be constantly overwhelmed, struggling with sleep due to worry, or worn out by anxiety then something more serious may be going on. Here we look at how you can tell the difference between everyday worries and more serious anxiety, how you can support your teen through this and where you can get help and support.

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Understanding anxiety.

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Anxiety is a feeling of unease, such as worry or fear. If anxiety affects children on a daily basis then professional help may be needed.

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Aberdeenshire Sensory Support Service is a peripatetic service staffed by teachers who specialise in working with babies, children and young people who are deaf or visually impaired.

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Teachers who specialise in working with babies, children and young people who are deaf or visually impaired.

Communicators qualified and experienced in using either British Sign Language or Braille

Who do we work with? When do we become involved? Where do we provide support What do we do? How do we do it? Vision Support Leaflet BSL Video - Vision Support Leaflet Hearing Support Leaflet BSL Video - Hearing Support Leaflet Visual and Hearing Support Poster Preparing for a Home Visit Sensory Support Services privacy notice

Who do we work with?

Babies children and young people who are deaf or visually impaired until they reach school leaving age.

Parents and carers

Staff in schools

Other agencies e.g. Health , Social Services

Voluntary organisations

When do we become involved?

Within weeks of being identified as being deaf or having a visual impairment.

When a referral is made by a hospital specialist, a parent/carer, school or other professional

Where do we provide support?

In the home if the child is under three

In a playgroup or nursery

In a local authority school (mainstream or special)

What do we do?

Assess a child/young person's hearing or vision and then offer recommendations on how the child/young person's needs can best be met.

Provide information, practical help, and advice

Provide support in the use of specialist resources to promote independence

Support the development of language and communication skills in children in young people identified as being deaf.

Advise and support staff in how to promote inclusion

Work alongside teachers where pupils use Sign to communicate

Work alongside teachers where pupils use Braille

Organise mobility training for children/young people with severe visual impairment.

Monitor a child/young person's progress and provide reports

Attend meetings to review progress and plan for the future

How do we do it?

by supporting within the classroom

by working one-to-one with a learner out-with the classroom

by liaising closely with staff in schools and with other agencies

by liaising closely with parents or carers

by keeping abreast of innovations and current legislation

by promoting professional development amongst staff

Sensory Support Service
Aberdeenshire Council
Westhill Academy
Hay's Way
Westhill
Aberdeenshire
AB32 6XZ

Telephone: 01467 539515

Or email the Sensory Support Service at sensorysupportservice.education@aberdeenshire.gov.uk
Will my child/young person, who is deaf, be able to attend a mainstream school?
In line with legislation, Aberdeenshire Council makes every effort to meet the needs of the vast majority of children within their local school. Very occasionally that is not possible and we work with the parents to find suitable alternative provision elsewhere.
Can support be provided if my child/young person attends a private nursery or school?
While your child/young person is in pre-school we can support him/her as private nurseries work in partnership with the Authority. However, once your child starts private school, input from the Sensory Support Service will stop.
Will my child/young person be seen by your service during the holidays?
This is something which is under review and may not change in the next few years but, until then, unfortunately your child/young person will only be supported by us during term-time.
My son has a visual impairment and is about to choose his National 4/National 5/Higher subjects. Is there anything he won't be able to take?
No. He should choose what he wants or what he needs to study, the same as everyone else. It should be possible to make adjustments to allow him to access any subject. However, some subjects will prove more difficult than others so it would be wise to take advice on what adjustments would need to be made as this might affect his final decision.
My son's class goes on an outward bound course at the end of P7. His teacher is very keen to include him but he has a severe visual impairment so how can I be sure that they are fully aware of his needs?
The authority only uses fully accredited centres and many of them are experienced in working with children with a range of additional support needs. Your son's school will provide the centre with information on his specific needs and they will work together to produce risk assessments for the activities. Once they have reached this stage in the planning, they will contact you to discuss everything.

Information on
Physical adjustments Improving Access to the School Environment & to Communication for Parents & Visitors
VINCYP Visual Impairment Network for Children and Young People
What is VINCYP?
VINCYP (Visual Impairment Network for Children and Young People) is a nationally managed clinical network which aims to improve service provision and outcomes for children and young people with visual impairment in Scotland through co-ordination and improvement of all services across health, education, social work and voluntary organisations

VINCYP Information Collection

When you attend an eye clinic or see your Paediatrician, you may be asked to allow VINCYP to collect and store information about you/your child, and to share it with other professionals involved in providing care such as your visual impairment teacher. This helps us to ensure that the people working with you/your child have accurate information about your/their vision . It also means that if, in the future, a new treatment becomes available, that we can quickly identify people who may benefit from it.

The information overall, not identifying any individual, can help in the planning of services across Scotland.

All services across Scotland will use the one system to store your information. This system is run by the NHS and only certain NHS staff can access it

On the VINCYP website, www.vincyp.scot.nhs.uk, you can find the following:

Information on conditions

Family support group information

Standards and pathways of care

Videos of going to the eye clinic

Why we ask for your information and how it can help

If someone under 16 years of age has a level of sight loss that as an adult would have led to certification as sight impaired or severely sight impaired you will be asked if you want to have information entered on the VINCYP system. You will also be given a letter stating the level of sight loss and that the child or young person has a sight loss sufficient that they could receive a Blue Badge. This letter is proof of the level of sight loss and can be used to access some benefits including the Blue Badge, Travel pass, Taxi card.

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Additional Support Needs (ASN) Aberdeenshire, Inclusion, Equity and Wellbeing

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Aberdeenshire council Support Manuals, planning documentation, policies, guidance and contacts including the Support Directory for Families. Education and Children's Services working in partnership to meet the additional support needs of children and young people in inclusive schools and communities

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How to organise a kitchen for people with a visual impairment.

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Tips for organising cupboards:

Categorise kitchen cupboard by their contents and label with braille.

Using braille, list each cupboard's contents on the inside door.

Having large trays inside the cupboard that are clearly labelled in braille helps the young person quickly locate the cutlery and cooking equipment they need.

Try not to have more than two or three items in each tray.

Let the young person choose there they place equipment and ingredients, as long as the same routine is followed each time.

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How to organise the kitchen to make cooking easier for people with visual impairment | Sight Scotland

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This video demonstrates how to organise the kitchen area to enable a person with a visual impairment to easily locate items and cook a meal.

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Supporting a bereaved teenager (ARCHIE Foundation - charity)

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Supporting a bereaved teenager (ARCHIE Foundation - charity)

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Archie Child Bereavement Service (formally known as GCBN)

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Multiple sources of support links to articles and guides to helping pupils with ASN understand grief.

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Supporting grieving children and young people with SEND

There are an estimated 44,496 children with SEND bereaved of a parent in the UK* and, just like all bereaved children and young people, they need support to understand and cope with their grief. Adults are naturally inclined to want to protect and shield children from difficult and sad situations, and this may be even more so for children with special educational needs and disabilities due to their ability to understand death. Below is some information and guidance on how to support bereaved children with SEND, and the specialist support Winston's Wish can offer grieving families.

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We provide specialist support for children and young people with special educational needs and disabilities after the death of a loved one.

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Many sources of advice and support for helping a grieving teenager.

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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This page has information about the things you can do to support children understand a terminal diagnosis. It includes how to tell them about a diagnosis, as well as practical tips that can help with daily life.

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Supporting a child when someone is dying

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Why you should tell a child that someone's dying. Includes information on daily life, hospital visits and when someone dies.

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Guides to support young people with their feelings.

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Relaxation and Stress Management (Aberdeenshire Council EP Service)

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Relaxation and Stress Management (Aberdeenshire Council EP Service)

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Advice and links to support when you are feeling overwhelmed.

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When things feel overwhelming or uncertain it can be useful to use some relaxation and stress management tools to help you manage your emotions. They can help you understand what is going on in your mind and body.

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Linking physical and mental health (Aberdeenshire Council EP Service)

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Linking physical and mental health (Aberdeenshire Council EP Service)

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The NHS recommends the best ways to help yourself stay well are to:

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Information for young people about mental health concerns.

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Information for Young People on Mental Health | End Mental Health Stigma and Discrimination

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If you’re a young person then we have all the information you need on mental health stigma and discrimiantion, including how to talk to adults, what stigma is, and how you can help to tackle it.

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Links to support with nurture in the family.

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In order to view each leaflet click on the titles below. Each leaflet contains embedded hyperlinks to video clips , websites and a section with further information and resources.

How your behaviour shapes your family: learn about how powerful adult behaviour is in shaping children and the things you can do to be a positive influence.

find out what you can do to support and develop your child's learning including good questions to ask, information on mediated learning and the zone of proximal development.

understand why these approaches matter and realise how to feel calmer and approach life in a more relaxed manner.

Helping babies brain to grow : discover the five things which babies need in order to support their brain development and just how social babies are from birth.

Developing Self-regulation: the ability to monitor, control and manage our own behaviour is a strong predictor of academic success. Find out what you can do to help children with regulating their feelings and behaviours.

Understanding and responding to anger: we all get angry at times, learn more about what lies beneath anger and the strategies which are helpful.

U nderstanding and responding to anxiety : learn how anxiety affects our thinking and behaviours and what we can do to support children and young people as they deal with this challenging emotion.

Emotion Coaching: discover ways to help children understand their emotions and manage them more effectively.

Helping children develop a positive outlook: find out what leads to happiness, help develop positive mindset and an ability to bounce back (resilience).

Thinking Skills: learn about different thinking skills, discover helpful questions to ask children, and what you can do to encourage them to develop stronger cognition.

Sleep: understand why sleep matters, what helps to develop healthy sleep habits and the things to avoid.

Child Brain Development: find out about the remarkable way the brain grows in childhood and discover ways to support child development during this time

Adolescent Brain Development: discover the changes which take place within the teenage brain, tips for supporting and communicating with teens and ways to help them take care of their developing brains.

Growth Mindset : how we view our own intelligence shapes our learning and success, see how to foster a growth mindset and help children to flourish.

Loss/Bereavement: resources and links available within COVID-19 section of website please click here .

Wellbeing - Children : mental health and wellbeing has such an impact on our ability to function in our daily lives and it is important that we take time to nurture it. Find out what you can do to support positive wellbeing in children with this leaflet.

Wellbeing - Teenagers: parents/carers have a key role in supporting teens to understand how to make changes to help them feel more positive, find out about the NHS 5 ways model, tips for talking to teens about mental health, developing confidence, managing social media and worries.
We have also developed a 5-10 minute presentation, which can be used to share with staff groups, parent councils and via your usual communication channels to raise awareness of the leaflets and the key themes underpinning these. Click here to view this presentation.

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In order to view each leaflet click on the titles below. Each leaflet contains embedded hyperlinks to video clips , websites and a section with further information and resources. How your behaviour shapes your family: learn about how powerful adult behaviour is in shaping children and the things you can do to be a positive influence.

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Advice as to how to help your young person develop resilience.

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Helping teens build resilience | Parent Club

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You can’t always stop your teen from facing problems. They’re a fact of life. From everyday issues like falling out with friends or exam stress to more serious problems like family illness or bereavement, they’re bound to face some challenges in their teen years. But you can help them deal with these ups and downs by helping them become more resilient. Resilience is being able to adapt to different situations and difficult times. It’s more than just coping – it’s coping well, and moving forwards by building on what we’ve learnt in the past.

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Support if you are care experienced.

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Young Scot worked with Care Experienced young people to put together this page of helpful resources. You’ll find information on bursaries, support and places to go for help if you’ve been in care or are a care leaver in Scotland.

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The promise is “that all Scotland’s children and young people will grow up loved, safe and respected so they can realise their full potential.”

To keep this promise, all the conclusions of the Independent Care Review must be implemented, in full, by 2030. When people speak about keeping the promise, this is often what they are referring to.

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Scotland’s promise to care-experienced children and young people is that they will grow up safe, loved and respected.

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Scottish Awards Agency Scotland - Scottish Government

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Scottish Awards Agency Scotland - Scottish Government

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Support for care experienced young people moving into higher education.

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Information for secondary school staff re. diabetes.

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Diabetes resources for schools | NHS Highland

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Medicines in schools - diabetes resources for staff and partners.

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Information for parents and carers of children and young adults with Type 1 Diabetes.

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Children & Young Adults – Diabetes in Grampian

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Information for parents and carers of children and young adults with Type 1 Diabetes

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Epilepsy Podcast (Epilepsy Scotland - private company)

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Epilepsy Podcast (Epilepsy Scotland - private company)

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TalkEpilepsy Podcast provides information and support for people living with epilepsy.

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GIRFEC | Getting it right for every child | FASDs & Early Years / Maternal Health

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Workstream 3 of our Children and Young People Change Programme focuses on Fetal Alcohol Spectrum Disorders (FASDs) and Early Years & Maternal Health.

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Links to many resources to support young people with FASD.

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Find factsheets for parents, carers and professionals here on topics such as diagnosis and education.

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National Trauma Transformation Programme - Scottish Government (and others) - Formally the Trauma Informed Practice Toolkit

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National Trauma Transformation Programme - Scottish Government (and others) - Formally the Trauma Informed Practice Toolkit

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This website provides access to evidence-based training, tools and guidance to support trauma-informed and responsive systems, organisations and workforces in Scotland. It aims to support everyone, in all sectors of the workforce, to know how to adapt the way we work to make a positive difference to anyone who has been impacted by psychological trauma and adversity.

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Physical Health Conditions - Inverurie Academy

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Physical Health Conditions - Inverurie Academy

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Links to advice about different physical health conditions.

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Understanding and managing PICA.

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Avoidant/Restrictive Food Intake Disorder (AFRID) - NHS

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Avoidant/Restrictive Food Intake Disorder (AFRID) - NHS

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ARFID stands for avoidant restrictive food intake disorder. Someone with ARFID might avoid eating certain foods or, types of food. They might restrict how much they eat to the point that it has an impact on their physical and mental health.

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Avoidant restrictive food intake disorder (ARFID) | NHS inform

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Someone with ARFID might avoid eating certain types of food. They might restrict how much they eat to the point that it has an impact on their health.

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Resources for healthcare professionals and parents/carers which are free to download and share.

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The following resources for healthcare professionals and parents/carers are free to download and share.

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Aberdeenshire Sensory Support Service is a peripatetic service staffed by teachers who specialise in working with babies, children and young people who are deaf or visually impaired.

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Teachers who specialise in working with babies, children and young people who are deaf or visually impaired.

Communicators qualified and experienced in using either British Sign Language or Braille

Who do we work with? When do we become involved? Where do we provide support What do we do? How do we do it? Vision Support Leaflet BSL Video - Vision Support Leaflet Hearing Support Leaflet BSL Video - Hearing Support Leaflet Visual and Hearing Support Poster Preparing for a Home Visit Sensory Support Services privacy notice

Who do we work with?

Babies children and young people who are deaf or visually impaired until they reach school leaving age.

Parents and carers

Staff in schools

Other agencies e.g. Health , Social Services

Voluntary organisations

When do we become involved?

Within weeks of being identified as being deaf or having a visual impairment.

When a referral is made by a hospital specialist, a parent/carer, school or other professional

Where do we provide support?

In the home if the child is under three

In a playgroup or nursery

In a local authority school (mainstream or special)

What do we do?

Assess a child/young person's hearing or vision and then offer recommendations on how the child/young person's needs can best be met.

Provide information, practical help, and advice

Provide support in the use of specialist resources to promote independence

Support the development of language and communication skills in children in young people identified as being deaf.

Advise and support staff in how to promote inclusion

Work alongside teachers where pupils use Sign to communicate

Work alongside teachers where pupils use Braille

Organise mobility training for children/young people with severe visual impairment.

Monitor a child/young person's progress and provide reports

Attend meetings to review progress and plan for the future

How do we do it?

by supporting within the classroom

by working one-to-one with a learner out-with the classroom

by liaising closely with staff in schools and with other agencies

by liaising closely with parents or carers

by keeping abreast of innovations and current legislation

by promoting professional development amongst staff

Sensory Support Service
Aberdeenshire Council
Westhill Academy
Hay's Way
Westhill
Aberdeenshire
AB32 6XZ

Telephone: 01467 539515

Or email the Sensory Support Service at sensorysupportservice.education@aberdeenshire.gov.uk
Will my child/young person, who is deaf, be able to attend a mainstream school?
In line with legislation, Aberdeenshire Council makes every effort to meet the needs of the vast majority of children within their local school. Very occasionally that is not possible and we work with the parents to find suitable alternative provision elsewhere.
Can support be provided if my child/young person attends a private nursery or school?
While your child/young person is in pre-school we can support him/her as private nurseries work in partnership with the Authority. However, once your child starts private school, input from the Sensory Support Service will stop.
Will my child/young person be seen by your service during the holidays?
This is something which is under review and may not change in the next few years but, until then, unfortunately your child/young person will only be supported by us during term-time.
My son has a visual impairment and is about to choose his National 4/National 5/Higher subjects. Is there anything he won't be able to take?
No. He should choose what he wants or what he needs to study, the same as everyone else. It should be possible to make adjustments to allow him to access any subject. However, some subjects will prove more difficult than others so it would be wise to take advice on what adjustments would need to be made as this might affect his final decision.
My son's class goes on an outward bound course at the end of P7. His teacher is very keen to include him but he has a severe visual impairment so how can I be sure that they are fully aware of his needs?
The authority only uses fully accredited centres and many of them are experienced in working with children with a range of additional support needs. Your son's school will provide the centre with information on his specific needs and they will work together to produce risk assessments for the activities. Once they have reached this stage in the planning, they will contact you to discuss everything.

Information on
Physical adjustments Improving Access to the School Environment & to Communication for Parents & Visitors
VINCYP Visual Impairment Network for Children and Young People
What is VINCYP?
VINCYP (Visual Impairment Network for Children and Young People) is a nationally managed clinical network which aims to improve service provision and outcomes for children and young people with visual impairment in Scotland through co-ordination and improvement of all services across health, education, social work and voluntary organisations

VINCYP Information Collection

When you attend an eye clinic or see your Paediatrician, you may be asked to allow VINCYP to collect and store information about you/your child, and to share it with other professionals involved in providing care such as your visual impairment teacher. This helps us to ensure that the people working with you/your child have accurate information about your/their vision . It also means that if, in the future, a new treatment becomes available, that we can quickly identify people who may benefit from it.

The information overall, not identifying any individual, can help in the planning of services across Scotland.

All services across Scotland will use the one system to store your information. This system is run by the NHS and only certain NHS staff can access it

On the VINCYP website, www.vincyp.scot.nhs.uk, you can find the following:

Information on conditions

Family support group information

Standards and pathways of care

Videos of going to the eye clinic

Why we ask for your information and how it can help

If someone under 16 years of age has a level of sight loss that as an adult would have led to certification as sight impaired or severely sight impaired you will be asked if you want to have information entered on the VINCYP system. You will also be given a letter stating the level of sight loss and that the child or young person has a sight loss sufficient that they could receive a Blue Badge. This letter is proof of the level of sight loss and can be used to access some benefits including the Blue Badge, Travel pass, Taxi card.

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Additional Support Needs (ASN) Aberdeenshire, Inclusion, Equity and Wellbeing

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Aberdeenshire council Support Manuals, planning documentation, policies, guidance and contacts including the Support Directory for Families. Education and Children's Services working in partnership to meet the additional support needs of children and young people in inclusive schools and communities

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Executive function refers to skills that you use to manage everyday tasks like making plans, solving problems and adapting to new situations.

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Deaf Awareness Resources - Aberdeenshire Council's Sensory Services

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Deaf Awareness Resources - Aberdeenshire Council's Sensory Services

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Range of resources which support learning and understanding of deaf awareness.

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What is Down's Syndrome? (charity - Down's Syndrome Scotland)

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What is Down's Syndrome? (charity - Down's Syndrome Scotland)

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A booklet about Down's syndrome for people with Down’s syndrome.