# data[].attributes.attachment_caption
"Once you learn to read, you will be forever free.” ― Frederick Douglass

# data[].attributes.headline
Stage 1 & 2 Strategies to Support Literacy

# data[].attributes.subject
Stage 1 & 2 Strategies to Support Literacy

# data[].attributes.body
Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence.

The three organisers within the literacy and English framework are:

·       listening and talking

·       reading

·       writing.

Dumfries and Galloway has a Progression Framework for each of these areas, at each of the levels, found within the Developing Balanced Literacy (DBL)Team files. You can join the TEAM via

DG Developing Balanced Literacy | General | Microsoft Teams

Please see:

0.DBL Progression Framework for Listening Talking

0.DBL PROGRESSION FRAMEWORK FOR READING WITH LIVE LINKS.pdf

0.DBL PROGRESSION FRAMEWORK FOR WRITING WITH LIVE LINKS.pdf

There are excellent resources to support classroom practice, available via the relevant pages in the BLT Team:

3. DBL LISTENING AND TALKING

4. DBL READING

5. DBL WRITING

# data[].attributes.attachment_caption
Each person has a brain that is unique to them; no two brains are quite the same

# data[].attributes.headline
Neurodivergent, Neurodiversity and Neurotypical 

# data[].attributes.subject
Neurodivergent, Neurodiversity and Neurotypical 

# data[].attributes.body
What is neurodiversity?

We are all neurodiverse. Some people’s brains simply work in a different way. For at least 20% of the UK’s adult population, these differences mean they are not seen as ‘neurotypical’ and may be diagnosed with neurological conditions such as autism spectrum condition (ASC), dyslexia and attention deficit hyperactivity disorder (ADHD).

In the 1990s, a term was coined to describe these differences by sociologist Judy Singer, who is on the autism spectrum: neurodiversity.

Neurodiversity is the concept that brain differences are natural variations – not deficits, disorders or impairments.

What does neurodivergent mean?

Neurodivergent was coined by the neurodiversity movement as an opposite to neurotypical. The terms neurodivergent and neurodivergence are now used to describe all people whose neurological conditions mean they do not consider themselves to be neurotypical.

Who is neurotypical?

Neurotypicality is used to describe people whose brain functions, ways of processing information and behaviours are seen to be standard.

Who is considered neurodivergent?

Some individuals do refer to themselves as neurodivergent.

Neurodivergent individuals can struggle with executive functioning skills, such as planning, time management, metacognition, self-control, working memory, flexibility, attention, organisation, task initiation and perseverance.

Do note however, that even the most neurotypical of people could, and will, also struggle with some of these things at some point in their lives! For that reason, it is important that all learners understand executive functioning.

Academics at Edinburgh University, in conjunction with teachers, have developed a whole class approach to considering executive function which can raise awareness tactfully, while also encouraging and supporting learners to identify areas they find challenging, and identify strategies which can help.

Resources and introductory videos can be found here

Home - Epic Think Learn

Also via Edinburgh University, the Salveson Mindroom Research Centre offers free resources for schools and parents via the LEANS (Learning about Neurodiversity at School) programme:

Learning About Neurodiversity at School (LEANS) | Salvesen Mindroom Research Centre

# data[].attributes.body
Developmental Language Disorder (DLD), a subset of SLCN, is the term used to diagnose children when they fail to acquire their own language for no obvious reason. Children with Developmental Language Disorder (DLD) have significant, on-going difficulties understanding and/or using language which can affect their behaviour and progress at school.

Both of the following websites have excellent information on DLD:

Moor House Research & Training Institute – At the Forefront of Global Research and Training in the Field of Language Disorders

and

RADLD - Raising Awareness of Developmental Language Disorder - RADLD

A short introductory video can be viewed here: Could it be language? Identifying children with Developmental Language Disorder - YouTube

The Moor Institute has produced a list of 10 indicators on an infographic which could suggest DLD, such as

PROCESSING LANGUAGE - listening to, understanding, remembering what others say

FOLLOWING INSTRUCTIONS - understanding long or complex sentences

VOCABULARY - understanding and using words accurately

GRAMMAR - understanding and using grammar (spoken and written), getting words in the correct order with the correct written tenses

EXPRESSING IDEAS - saying how they feel, telling a story, explaining their ideas

ASKING AND ANSWERING QUESTIONS - talking in class discussions

MATHS - understanding word problems and topics with a heavy language load

READING - understanding what is happening in a story/narrative/factual text

LITERACY - understanding and using sounds for spelling and reading (phonological awareness)

SOCIAL INTERACTION - using language in social situations/making and maintaining friendships

Strategies to support DLD include:

TIME - to process information and instructions

VISUAL SUPPORT - visual templates, language rich displays and clear/simple signage

SIGN IT - gestures, facial expressions and body language

DO IT - multi-sensory teaching approach

MODIFY YOUR LANGUAGE - rate of speech, one instruction at a time, keep it short

CHUNK INFORMATION - pause, repeat. be explicit, use literal language

WORDS - explicitly teach key vocabulary

SMALL STEPS - break down tasks

REPEAT IT - recap previous learning, do activities more than once

MODEL IT - whether written or spoken, model the language

We are working with educational psychology and Speech and Language to develop clear pathways and guidance, you can contact speech and language for a consultation if you see the indicators above and suspect DLD. SaLT have produced the booklets below:

DLD booklet CYP and Parents- Update.pdf

DLD booklet Education Staff- Update.pdf

# data[].attributes.attachment_caption
"Pure mathematics is, in its own way, the poetry of logical ideas" - Albert Einstein

# data[].attributes.headline
Stage 1 & 2 strategies to support numeracy

# data[].attributes.subject
Stage 1 & 2 strategies to support numeracy

# data[].attributes.body
Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.

Dumfries and Galloway have a Framework for Numeracy which is based on the Developing Number Knowledge Model. It provides comprehensive support and strategies for both universal and targeted support. Please join the D&G Frameworks for Numeracy and Beyond Team to access full resources and guidance, and to be kept up to date with training opportunities.

D&G Frameworks for Numeracy and Beyond Number | General | Microsoft Teams

You can access an introduction to the Framework for Numeracy here - FfN - An Introduction to D&G's Framework for Numeracy PL Sway - Narrated Version

# data[].attributes.attachment_caption
Additional Support for Learning in Scotland

# data[].attributes.body
All children and young people have the right to get the support they need to reach their full learning potential. In Scotland, we have an inclusive educational system which focuses on overcoming barriers to learning and Getting it right for every child (GIRFEC).

Some children and young people need additional support to benefit fully from their education. Additional support needs can arise, in the short or long term, from a variety of circumstances including:

the learning environment

family circumstances

health or disability needs

social and emotional factors

By law, education authorities must identify, provide for and review the additional support needs of their pupils.

The Education (Additional Support for Learning) (Scotland) Act 2004 (the 2004 Act) sets out the duties of education authorities and the rights of parents, children and young people to additional support for learning.

Scotland’s inclusive approach to education enables all children and young people to be part of a community, boosting their emotional wellbeing and aiding the development of social skills.

Children and young people should learn in the environment which best suits their needs and inclusive practice is important whatever the setting, whether it be within a mainstream or special school.

The presumption of mainstreaming enshrines the right of all children and young people with additional support needs to learn in mainstream schools and early learning and childcare settings.

Click below for more information on national legislation, policy and guidance.

# data[].attributes.attachment_caption
Additional Support for Learning is a legal right for pupils in Scotland

# data[].attributes.body
By law, education authorities must identify, provide for and review the additional support needs of their pupils.

Positive relationships between schools and families help children and young people thrive. A relationship of mutual trust and respect can enable effective communication that benefits parents, practitioners and pupils. If you are supporting children and young people with additional support needs having a good understanding of policy and legislation is important to your role. Careful planning to ensure pupil needs are being met is essential, and may involve;

At stage 1 - an initial expression of concern form (IOCF)

At stage 2 - an additional support for learning plan (ASLP) or IOCF

At stage 3 - an individualised education plan (IEP)

At stage 3 - a Child's Plan (CP)

At stage 4 - a Co-ordinated Support Plan (CSP)

Click on the sections below for more details.

# data[].attributes.body
link to toolkit, plus Lorraine's stuff, Andy's stuff

Home | Autism Toolbox Autism Toolbox

# data[].attributes.body
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.

It is a Neurodevelopmental Disorder. This means:

That those who have ADHD have a brain that works differently to those who don’t have ADHD.

ADHD is usually spotted in childhood, and individuals will experience it throughout their teenage and adult years too.

Having ADHD means children and young people learn and behave differently compared to others.

For example, those with ADHD have a hard time concentrating, have lots of energy and may behave without thinking about the consequences.

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

ADHD must be diagnosed by a health professional. For more information on ADHD, along with resources and signposting for school staff and parents, please go to:

ADHD Young People – Dumfries & Galloway Health & Social Care

While schools can refer to CAMHS if they suspect a young person might have ADHD, parents and young people can self-refer to CAMHS; this can often be a preferable route as they are aware of behaviour and impact in all settings.

Self-referral form – Dumfries & Galloway Health & Social Care

Edinburgh University also provides some useful resources for education professionals and parents.

Understanding the Strengths and Difficulties of ADHD_ A guide for parents (1).pdf

Understanding the Strengths and Difficulties of ADHD_ A guide for teachers.pdf

The EPIC Strategy booklet_ A guide for teachers.pdf

The EPIC Strategy booklet_ A guide for parents.pdf

# data[].attributes.body
SLCN Impact Profile.docx

PR-0004063_Stammering Turkish_FINAL.pdf

Leaflet -Stammering.doc

SLCN Screener.docx

Turkish English case_history_for_bilingual_families_Mar_2014.doc

Universally Speaking 11-15

Universally Speaking 5-11

# data[].attributes.body
The initial expression of concern form is used when a classroom teacher suspects barriers to learning for an individual in their class. It would usually be submitted at Stage 1 or Stage 2 in the intervention process.

Prior to an IOCF being submitted, strategies such as dyslexia friendly classrooms and multi-sensory approaches could have been in place, but concerns that the learner is not making expected progress remain.

The IOCF would be submitted to the ASN coordinator in primary schools, to be passed to the ASLT when appropriate, or the PT ASL in secondary schools. Teaching staff should include their concerns, along with what they have already done to address them, and a brief comment on what has/has not worked.

The ASLT or PT ASL will have the form recorded and uploaded onto SEEMIS, and return it with some signposting or suggestions, which may include, for example, the use of materials found in the Developing Balanced Literacy folder.

This support may be sufficient to address the concerns, however if they remain, an ASLP can be put in place.

# data[].attributes.body
An ASLP is used for pupils whose needs are assessed currently at Stage 2. The ASLT may be involved in an advisory capacity but will not be delivering interventions at this stage. The ASLP will contain suggestions for strategies and resources for an individual pupil.

# data[].attributes.headline
The Education (Additional Support for Learning) (Scotland) Act 2004 (as amended 2009)

# data[].attributes.subject
The Education (Additional Support for Learning) (Scotland) Act 2004 (as amended 2009)

# data[].attributes.attachment_link.readable_text
​The Education (Additional Support for Learning) (Scotland) Act (2004) provides the legal framework for the provision of additional support for learning. The legislation was amended by the Education (Additional Support for Learning) (Scotland) Act (2009).

The Act is structured around the concept of support being needed for any reason, and for short or long-term periods determined by the individual learning needs of the child or young person. The key duties on education authorities are to identify, make provision for, and review provision for the additional support needs of children and young people for whose education they are responsible.

Explore the Education (Additional Support for Learning) (Scotland) Act (2004)

The Education (Additional Support for Learning) (Scotland) Act (2004) places duties on education authorities (and in certain circumstances health, social work and Skills Development Scotland), to work to plan and make joint provision for children and young people with complex or multiple additional support needs. Where their needs are: significant; require support from education and another partner agency; and will last more than one year, children and young people may have a statutory co-ordinated support plan to bring together all of the support to be provided to meet their learning needs.

Reflective questions

What are additional support needs?

Why may children have additional support needs?

When can a child or young person be identified with additional support needs?

Link(s) to legislation
Education (Additional Support for Learning) (Scotland) Act 2004

# data[].attributes.attachment_link.title
Education (Additional Support for Learning) (Scotland) Act (2004)

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.headline
Supporting children's learning: code of practice (revised 2017) 

# data[].attributes.subject
Supporting children's learning: code of practice (revised 2017) 

# data[].attributes.attachment_link.readable_text
Ministerial foreword

The purpose of this Government is to create a more successful country with opportunities for all of Scotland to flourish, through increasing sustainable economic growth. Our aim is to build an environment where all people in Scotland can help to create and share in that prosperity.

Our aspiration for all children and young people in Scotland is that they should be successful learners, confident individuals, responsible citizens and effective contributors to society and at work. They are our future and we all have responsibilities to ensure that they are safe, nurtured, healthy, achieving, active, respected and responsible, and included.

All children and young people need the support of our education system to help them to learn and to achieve their potential. We are determined to provide all our children and young people with a world-class education.

Within that context, Curriculum for Excellence is transforming school education in Scotland by providing a coherent, more flexible curriculum from 3-18. Additionally, Getting it right for every child provides a common co-ordinated approach across all agencies that supports the delivery of appropriate, proportionate and timely help to all children and young people as they need it.

While most of our children and young people respond well to the opportunities for learning provided by our schools, we also know that without extra help some will not benefit fully from education. That is why the Education (Additional Support for Learning) (Scotland) Act in 2004, as amended, aims to create a stronger, better system for supporting children's learning. This Act aims to ensure that all children and young people receive the additional support required to meet their individual needs and to help them become successful learners.

Partnership working among those involved in supporting children's learning is essential if we are to achieve our aspirations for our children and young people. The Act requires local authorities and NHS Boards to establish clear arrangements for joint working so that they can work together effectively in order to benefit from their shared knowledge to improve outcomes for children and young people.

We all have a part to play in ensuring that our children and young people become all that they can be.

Adam Ingram
Minister for Children and Early Years

Shona Robison
Minister for Public Health and Sport

# data[].attributes.attachment_link.title
Supporting children's learning: code of practice (revised 2010)

# data[].attributes.attachment_link.description
The purpose of this Government is to create a more successful country with opportunities for all of Scotland to flourish, through increasing sustainable economic growth. Our aim is to build an environment where all people in Scotland can help to create and share in that prosperity.

# data[].attributes.headline
Implementation of The Education (Additional Support for Learning) (Scotland) Act 2004: report to Parliament 2013 

# data[].attributes.subject
Implementation of The Education (Additional Support for Learning) (Scotland) Act 2004: report to Parliament 2013 

# data[].attributes.attachment_link.readable_text
Ministerial Foreword

The Additional Support for Learning Act ( ASL Act) is key to ensuring children and young people make the most of the educational opportunities available to them. The Act is the framework for the provision of support for learning in Scotland and is key to the delivering our ambition that all children and young people access the learning opportunities which are available to them, so that they can realise their full potential, in learning, in work, and in life.

On 27 March 2014, the Children and Young People Bill was passed by Scottish Parliament and is now an Act. This Act will continue to help deliver on our ambitions to continue to provide greater support for children and families. The Bill contains a number of provisions which focus specifically on early intervention and prevention, which I fully support, especially where it might prevent an additional support need developing in the first place or an existing additional support need worsening.

Following the inaugural report to Parliament in 2011, last year's report continued to build on the feeling that, broadly, children and young people's learning needs, including their additional support needs, were well provided for in Scotland's learning establishments. However, those with 'hidden' additional support needs, for example those children and young people who are looked after, who have mental health difficulties, those in transition and those who are young carers, continue to require more support. There also continues to be a need to share practice to support more consistency in the identification of, and provision for, additional support needs. The long term plan of support will continue to be implemented over the course of the next two years and I am confident that those working in this field will continue to deliver, together to support our ambitions that every child has access to the additional support they need to reach their full potential.

In addition to fulfilling Scottish Minister's duty to report information required by the ASL Act, this report contains a wide range of other information gathered from inspection, and from schools and education authorities by Education Scotland. Year on year, we continue to collect and publish information on more additional support needs than ever before and this is reflective in the information contained in this year's report. Indeed, it is expected that this trend will continue over the coming years as we continue to work to improve the statistical collection relating to children and young people with additional support needs.

The Advisory Group for Additional Support for Learning continues to play a key role in maintaining the focus on the needs of children and young people by advising and supporting the development of national policy. Building on their valued contribution last year, the Advisory Group will consider how we ensure a continued improvement in the way we collect additional support needs statistics and will also continue to work on reviewing the Code of Practice for Additional Support for Learning, taking account of the provisions contained within the Children and Young People Bill. I once again thank them for their valuable contribution.

Dr Alasdair Allan

Minister for Learning, Science and Scotland's Languages

# data[].attributes.attachment_link.title
Implementation of The Education (Additional Support for Learning) (Scotland) Act 2004: report to Parliament 2013

# data[].attributes.attachment_link.description
Scottish Government progress report on the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended).

# data[].attributes.headline
The Morgan Report.  Support for Learning: All our Children and all their Potential (www.gov.scot)

# data[].attributes.subject
The Morgan Report.  Support for Learning: All our Children and all their Potential (www.gov.scot)

# data[].attributes.attachment_link.readable_text
United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Bill: Leaflet
In April 2019, the First Minister committed to incorporating the United Nations Convention on the Rights of the Child (UNCRC) into the law in Scotland
What is the United Nations Convention on the Rights of the Child (UNCRC)?

The UNCRC is the 'gold standard' across the world for children's rights. It covers all aspects of a child's life and sets out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights.

What are "human rights" and "children's rights"?

Human rights are the basic rights and freedoms that belong to every person in the world.

Children and young people have the same human rights as adults. They also have specific children's rights under the UNCRC that recognise their special needs so that they can develop to reach their full potential.

What does incorporation mean?

Incorporation means children's rights will be legally protected in Scotland.

It will mean that that public authorities must take steps to respect children's rights in their decisions and actions.

And it will mean that children, young people and their representatives will be able to use courts in Scotland to enforce their rights.

Children and young people's voices matter!

To help us decide the best way to put children's rights into the law in Scotland, the Scottish Government held a public consultation in 2019. This included speaking directly to children and young people, including holding 7 events where the Scottish Government heard from over 180 children and young people.

The Scottish Government published a summary of what those organisations that represent the views of children and young people said in response to the consultation: https://www.gov.scot/publications/uncrc-consultation-analysis-report/pages/5/

Here's what one young person said at a Scottish Youth Parliament consultation event:
"Incorporation will mean protections that need to be guaranteed and safety for children and young people. It is easier to look at a written document that says that these are the things I should have, rather than kind of guessing what you think you should have. This is empowering for me as a young person."
The Scottish Government listened

On 20 November 2019, the 30 th anniversary of the UNCRC, Deputy First Minister and Cabinet Secretary for Education and Skills, John Swinney announced that the UNCRC would be incorproated into the law in Scotland to the maximum extent possible within the powers of the Scottish Parliament.

He said the Scottish Governemnt would incorporate the UNCRC in full and directly. This means giving children and young people the same rights as are in the UNCRC as far as possible within the powers of the Scottish Parliament.

UNCRC (Incorporation) (Scotland) Bill

On 1 September 2020, a Bill was introduced to the Scottish Parliament that will incorporate the UNCRC into the law of Scotland. The next section tells you more about the Bill and what it means for children and young people in Scotland.

What is the UNCRC (Incorporation) (Scotland) Bill?

The UNCRC (Incorporation) (Scotland) Bill is a proposed new law that will incorporate the UNCRC into the law in Scotland.

The Scottish Government wants to give children's rights the highest possible protection in Scotland. The new law will make it against the law for public authorities like the police, schools, hospitals and Scottish Ministers to act in a way which is not allowed by the UNCRC. It will mean that public authorities have to ensure that everything they do complies with children's rights. If they do not, children, young people and their representatives will be able to use the courts in Scotland to enforce their rights.

The new law will incorporate as many children's rights in the UNCRC as can be done within the powers of the Scottish Parliament. However, the Scottish Parliament doesn't have the power to put all children's rights in the UNCRC into law because some of these are "reserved". This means they are about things that only the UK Parliament can make laws about.

The Scottish Government thinks all children's rights in the UNCRC should be law in Scotland and is asking the UK Government for power to do this.

Who has Children's Rights?

The new law will mean that every child and young person under 18 years old has children's rights, whatever their ethnicity, gender, religion, language, abilities or any other status.

What will the UNCRC (Incorporation) (Scotland) Bill do for children and young people?

The Scottish Government wants the new law to deliver a revolution in children's rights, helping to make Scotland the best place in the world to grow up.

The new law will apply to all children and young people under the age of 18. The new law will mean that public authorities must take steps to respect children's rights in their decisions and actions. The new law will mean that children and young people will have to be involved and listened to in decisions about their own lives and communities.

The new law will mean that children and young people and their representatives can use the courts in Scotland to enforce their rights. It will allow the courts to make decisions about other laws if they breach children's rights.

The new law will also give a power to the Children and Young People's Commissioner in Scotland to take cases to court about breaches of children's rights.

The new law will also require the Scottish Ministers to publish a Children's Rights Scheme. This will be the place that children and young people and others can find out how the Scottish Ministers comply with children's rights. The Scottish Government and certain public bodies will also have to report on how they comply with children's rights and what they plan to do in the next year.

What happens next?

The UNCRC (Incorporation) (Scotland) Bill will now be considered by the Scottish Parliament which will invite people to share their views on the Bill. You can find out about this on the Scottish Parliament's website :
www.parliament.scot
If you would like more information about what the Bill does or you would like to tell the Scottish Government your views about what is in the Bill, please get in touch with us at:

UNCRCIncorporation@gov.scot.

# data[].attributes.attachment_link.title
United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Bill: leaflet

# data[].attributes.attachment_link.description
In April 2019, the First Minister committed to incorporating the United Nations Convention on the Rights of the Child (UNCRC) into the law in Scotland The UNCRC is the 'gold standard' across the world for children's rights. It covers all aspects of a child's life and sets out the civil, political, economic, social and cultural rights that all children everywhere are entitled to.

# data[].attributes.body
Presumption to provide education in a mainstream setting: guidance - Presumption to provide education in a mainstream setting: guidance - gov.scot (www.gov.scot)

# data[].attributes.attachment_link.title
Presumption to provide education in a mainstream setting: guidance

# data[].attributes.attachment_link.description
Scottish Government guidance to education authorities on their duty to provide education in a mainstream setting unless certain exceptions apply.

# data[].attributes.body
Stages of Intervention

This framework is set within the context of ensuring that all our children and young people feel included and can participate and achieve to their full potential. This is the responsibility of all. There are four key features of inclusion which can be used to set expectations and evaluate children and young people’s inclusion in their learning environment – present, participating, achieving and supported. These four

features support the creation of an inclusive learning environment for all children and young people that enables them to reach their full potential. All children and young people should be supported to overcome barriers to

learning and achieve their full potential. To achieve their full potential, barriers to learning must be identified and addressed for all children and young people through personalised learning pathways.

Pupil and parental engagement in all aspects of decision making around a pupil’s learning experiences and planning for progression are a key part of inclusion and are fundamental to the processes for supporting learners in

Dumfries & Galloway.

Dumfries & Galloway Council - Stages of Intervention Booklet.pdf - All Documents (sharepoint.com)

Dumfries & Galloway Council - SOI Training & Signposting Sway.pdf - All Documents (sharepoint.com)

# data[].attributes.body
Our priority is to provide the best start in life for all our children.  Our vision is that together we will realise ambition, excellence and equality.  We will deliver this by developing inclusive learning communities, where all our children & young people are present, participating, achieving and supported.

There are four key features of inclusion which can be used to set expectations and evaluate inclusive practice in schools and early learning and childcare settings;

Present

Participating

Achieving

Supported

Together these four features support the delivery of inclusive learning environments for all children & young people that will enable them to reach their full potential.

# data[].attributes.body
Better Relationships-Better Learning is part of the national multi-agency context of building positive relationships in the community by understanding the social and emotional well-being needs of all children, and then applying this knowledge with practical strategies in, and out of, the classroom.

Read more;

Dumfries & Galloway Council - Better relationships Better Learing- Relationship Rich Schools.pdf - All Documents (sharepoint.com)

# data[].attributes.attachment_caption
A Guide to Supporting Learners through an IEP August 2022

# data[].attributes.body
An individualised educational programme (IEP) is a written document that outlines the steps to be taken to help a child or young person with additional support needs to achieve specified learning outcomes, where the curriculum has been substantially amended. Most IEPs will contain the

following.

• Basic information about the child or young person (name, date of birth, class)

• Brief outline of her/his strengths and needs, with reference to the staged intervention process

• A list of relevant staff involved in supporting learning, with

contact details

• Long-term targets, to be reviewed at least once a year

• Short-term targets, to be reviewed at least termly. These

are usually steps towards meeting each of the long-term

targets. They should be SMART (Specific, Measurable,

Achievable, Relevant, Timed) and detail, as appropriate,

methodology and resources to be used and the member of

staff who will co-ordinate.

The IEP is a framework for all of those directly involved to work together to agree, pursue and then review appropriate targets. In a mainstream school, drafting, writing, implementing and reviewing an IEP is likely to involve the learner and their parent/carer, the class teacher/s or early years practitioner, and the support for learning teacher and/or guidance/pastoral teacher and/or senior manager. If staff from other agencies are involved, it may also

be appropriate for them to be included.

An IEP is a non-statutory document used to plan specific aspects of education for learners who need some or all of their curriculum to be individualised. The co-ordinator of the IEP is almost always a member of staff from the

educational establishment itself.

# data[].attributes.attachment_link.title
DRAFT A Guide to Supporting Learners through an IEP August 2022

# data[].attributes.body
A co-ordinated support plan is a statutory plan prepared by the education authority when a child or young person requires significant additional support from the education authority and from at least one other agency from outwith education in order to benefit from school education. The plan sets out the educational objectives to be achieved by each individual who has one, together with the additional support that requires to be co-ordinated to enable him/her to achieve these. An individual child or young person may also benefit from more detailed planning in school (typically in the form of an individualised educational programme). Within the context of Getting it right for every child , a child or young person may require a Child’s Plan to address other aspects of his/her wellbeing. Where such planning exists it should incorporate the educational objectives from the co-ordinated support plan.

The co-ordinated support plan is a statutory document which is subject to regular monitoring and review for those children and young people who have one. It is required to be considered whether or not a Child’s Plan is being considered. Education authorities must have arrangements in place to identify from among those children and young people for whose school education they are responsible, those children and young people with additional support needs who require a co-ordinated support plan and the particular additional support needs of the children so identified. Also, the Act, as amended, assumes that all looked after children and young people have additional support needs unless the authority are able to demonstrate that an individual looked after child or young person does not require additional support in order to benefit from school education. In addition, the Act, as amended, requires education authorities to consider whether each individual looked after child or young person requires a co-ordinated support plan.

The criteria for requiring a plan are as follows:

2 - (1)…..a child or young person requires a plan (referred to in this Act as a “co-ordinated support plan”) for the provision of additional support if-

(a) an education authority are responsible for the school education of the child or young person,

(b) the child or young person has additional support needs arising from-

(i) one or more complex factors, or

(ii) multiple factors,

(c) those needs are likely to continue for more than a year, and

(d) those needs require significant additional support to be provided-

(i) by the education authority in the exercise of any of their other functions as well as in the exercise of their functions relating to education, or

(ii) by one or more appropriate agencies (within the meaning of section 23(2)) as well as by the education authority themselves.

Applying the criteria for a co-ordinated support plan

An education authority must be responsible for the school education of the child or young person

# data[].attributes.attachment_caption
"Nurture your minds with great thoughts. To believe in the heroic makes heroes." - Benjamin Disraeli

# data[].attributes.body
Nurturing and trauma-informed approaches can have a positive impact on attainment and social and emotional competences and confidence.  At the heart of nurture and being trauma-informed is a focus on wellbeing and relationships and a drive to support the growth and development of children and young people, many of whom come from areas of disadvantage and require additional targeted support to close the equity gap.

The Adverse Childhood Experiences research has been around for several decades but has come to recent prominence in Scotland for a number of reasons including the sharing of the documentary ‘Resilience: The Biology of Stress and the science of hope’ This research has refocused attention on the importance of early development, particularly early adversity and as such fits particularly well with a nurturing approach. Nurturing approaches have been around in schools for a many years initially as a targeted approach but are increasingly being implemented as a universal approach to support the wellbeing of everyone within a school community. Trauma informed approaches have previously been more prominent in sectors out with education but increasingly schools are beginning to describe their practice as trauma informed.

This document provides information on the key features of a nurturing approach. It offers some background as to how they specifically apply to a Scottish context and outlines the commonalities between the different approaches.​ It also provides some information on the benefits and challenges of implementing each approach and provides some details on examples of good practice in applying these approaches within an education context.​​

Nurture, Adverse Childhood Experiences and Trauma informed practice: Making the links between these approaches

Resources can be found at

Nurture & trauma informed approaches : resources to support learning & teaching - Wakelet

# data[].attributes.attachment_caption
"You may not control all the events that happen to you, but you can decide not to be reduced by them." – Maya Angelou

# data[].attributes.body
The Mental health and wellbeing strategy (gov.scot) published in June 2023 sets out the long-term vision and approach to improving the mental health and wellbeing of everyone in Scotland. The vision is of a Scotland, free from stigma and inequality, where everyone fulfils their right to achieve the best mental health and wellbeing possible.

Key priorities in the strategy include reducing the risk of poor mental health and wellbeing in adult life by promoting the importance of good relationships and trauma-informed approaches from the earliest years of life, taking account where relevant adverse childhood experiences.

This presentation provides an overview of the current context of wellbeing supports for education practitioners in Scotland.

PDF file: Cycle of Wellbeing (from Powerpoint) (317 KB)

The Children and Young People Mental Health – Professional Learning Resource is an online professional learning resource which aims to provide school staff with knowledge and understanding of mental health and wellbeing of children and young people in schools. (and can to the previously mentioned NES framework)

Further professional learning to support the wellbeing of children and young people includes:

Compassionate and Connected Community: Professional Learning Activity (PLA) Glow login required

Supporting children and young people through grief and loss: Professional Learning Activity (PLA) Glow login required

Roles of middle leadership : Supporting Staff Wellbeing Role: Professional Learning Activity (PLA) Glow login required

NES Trauma Informed - National Trauma Training Programme

Let’s introduce anxiety management (LIAM) in early intervention: LIAM is a staged training offer intended to develop skills in the delivery of a Cognitive Behaviour Therapy (CBT) informed approach for the treatment of mild-moderate anxiety symptoms in children and young people

The mental health and wellbeing wakelet is a collection of links to materials that can be used to support the mental health and wellbeing of children and young people. It includes signposts for practitioners, parents and carers and also direct supports for children and young people to access.

Materials can also be found at:

Anxiety (worry) – CAMHS

Early intervention for children | Turas | Learn

# data[].attributes.attachment_caption
"There is a time for many words, and there is also a time for sleep".~ Homer

# data[].attributes.body
Sleep is an essential function that allows your body and mind to recharge, leaving you refreshed and alert when you wake up. Healthy sleep also helps the body remain healthy and stave off diseases. Without enough sleep, the brain cannot function properly, impairing your abilities to concentrate, think clearly, and process memories.

Sleep Action (formerly Sleep Scotland) provide sleep support, training and resources to promote healthy sleep for everyone. They have a section in their website for children and families, which offers advice and signposting, as well as links to their counselling services. Some schools within D&G also have staff who have been trained in sleep programmes and have resources specific to different developmental stages.

Gateway to good sleep - Sleep Action

# data[].attributes.body
A personalised child’s plan is a non-statutory plan which should be considered when those working with a child or young person and their family, identify that they need a range of extra support beyond universal provision to be planned, delivered or co-ordinated.

The child’s plan should offer a simple planning, assessment and decision-making process which leads to the right help, at the right time.

The child’s plan should reflect the voice of the child or young person at every stage and include a clear explanation of why the plan has been created, the personalised actions to be taken and the expected improvement for the child or young person.

The lead professional (or relevant practitioner within a single agency plan) should work with children, young people and their families, and all of those involved in the child’s plan to ensure that the support provided is regularly reviewed and evaluated for its effectiveness in the improvement of outcomes for the child or young person.

The child’s plan should be clear on:

which services or people will provide support

who is accountable for that support

and the way in which that support will be provided

This will help to empower children, young people and families and support the lead professional in forward and contingency planning.

# data[].attributes.body
Need to refer to a partner agency?

All referrals should be on the most recent RFA form unless otherwise stated: https://blogs.glowscotland.org.uk/dg/public/girfecdgresourcesforstaff/uploads/sites/8845/2026/01/19171106/20260119_Request-for-Assistance-Form-2026_V11.docx

If your referral is to a service from within education e.g. the inclusion team, attendance team or Autism Outreach, information on the necessary information and process can be found in Guidance on the completion of a Request for Assistance for teams within education.

For educational psychology, information can be found in DG Educational Psychology Service – September 2024

For partners such as social work and health:

NDAS

Information for NDAS can be found at Neurodevelopmental Assessment Service CYP – Dumfries & Galloway Health & Social Care

NDAS referral forms NDAS-Request-form-Jan-23.pdf

go to dg.nd-requests@nhs.scot.

SaLT

Information for Speech and Language can be found at Speech and Language Therapy for Children and Young People – Support for children and families in Dumfries and Galloway

Referrals go to dg.sltkids@nhs.scot

Occupational Therapy

Information for Occupational Therapy can be found at Occupational Therapy for Children and Young People – Support for children and families in Dumfries and Galloway

You can call occupational therapy's enquiry line on 01387 241882 between 1400 and 1600hrs on Wednesdays. If you can't call during this time, you can email on DG.OT-enquiryline@nhs.scot.

Referrals go to dg.ot-child-health@nhs.scot

CAMHS

Information can be found at Child and Adolescent Mental Health Service (CAMHS) – Support for children and families in Dumfries and Galloway

Referrals go to dg.camhs-mail@nhs.scot

# data[].attributes.body
Partner agencies from both the public and Third Sector can help...

Information on our partner agencies can be found at A to Z Service Search – Support for children and families in Dumfries and Galloway

# data[].attributes.body
Supporting Children’s Learning: Statutory Guidance on the Education (Additional Support for Learning) Scotland Act 2004 (as amended): Code of Practice (Third Edition) 2017

# data[].attributes.body
Attendance levels both here and nationally have continued to decline over the past few years.  Dumfries and Galloway Council is committed to ensuring the best possible future for all our children and young people.  We recognise the importance of attendance in ensuring all our children and young people reach their full potential.

The Attendance Service has an important role in supporting schools, parents/carers and learners at the point where school-based interventions have not been successful; the threshold for the Attendance Service to become involved is when attendance falls below 70%.

For the purposes of intervention, attendance has been categorised into three levels-

·       Above 70% - school responsibility as per attendance guidance.

·       40-70% - a request for assistance to the Attendance Service would be considered.

·       0-40% - there may be a role for the attendance officer as part of a wider multi-agency plan.

Above 70% - School responsibility as per attendance guidance and Dumfries and Galloway Attendance Toolkit

Home Page – Dumfries & Galloway Attendance Toolkit (glowscotland.org.uk)

School to access the views of the parent/carer and child/young person on current level of attendance.

Phone call home, letters 1&2 sent home (from SEEMIS).

Pastoral support team to monitor attendance patterns and identify and address potential issues e.g. subject avoidance.

Targeted intervention as deemed appropriate.

Consideration of an arrangement, where appropriate, to send work home, for example in hard copy or via TEAMS, Scholar etc, as a short-term measure.

Support from services such as, but not limited to, school nurse, youth work, nurture team, educational psychology (virtual consultation), Befrienders, Carers Centre.

Advise parents/carers to access the resource hub for support Support your Child's Attendance in Dumfries & Galloway – Website for parents/carers in Dumfries and Galloway to support attendance and late coming (glowscotland.org.uk)

If attendance drops below 70%, an RFA could be sent to Supporting Learners to request Attendance Service involvement.

40 – 70% - Attendance Service involvement

All actions listed in the above 70% section are still relevant and applicable.

RFA sent to Supporting Learners inbox at supportinglearners@dumgal.gov.uk

RFA triaged by PT ASL and either accepted for allocation/waiting list, or returned to school due to lack of evidence of school-based interventions (as outlined above).

If allocated, Attendance Officer will make contact with the school to obtain further information and arrange to meet the learner and their parent(s)/carer(s).

Attendance Officer will meet with learner and/or parent(s)/carer(s) and carry out initial assessment e.g. attendance screener or risk/resilience/return to school paperwork to identify and isolate barriers to attendance.

Interventions based on results of screener will be planned, delivered and reviewed after an agreed timescale (maximum 12 weeks).

Interventions will be based on one or more of the following causes of absenteeism as detailed in the Dumfries and Galloway Attendance Toolkit:

Individual Factors

·       ASN

·       Age

·       Anxiety and mental health

·       Peer Relationships

·       Physical health

·       Risk taking behaviour

·       Social isolation

School based Factors

·       Attainment and achievement

·       Culture and ethos

·       Curriculum

·       Relationships

Family/Context Factors

·       Bereavement

·       Young Carer

0-40% - multi-agency planning with potential role for Attendance Officer

Planning will be led by the school or lead professional and an action may be identified for the Attendance Officer via the Child’s Plan.

If the Attendance Service is not already involved, a request for assistance may be submitted to supportinglearners@dumgal.gov.uk.

The action may, for example, consist of liaison with the learner/family or short term support to get the pupil to school.

The outcome of the Attendance Officer’s action will be shared within the planning process, to enable further interventions or action to be considered and agreed.

# data[].attributes.body
Information pack to accompany the resources available on the Untangling ASL page designed for professionals.

The Untangling ASL resources have been produced by Enquire and funded by the Scottish Government to answer key questions around additional support for learning, improve understanding of additional support needs and support for learning, and signpost to trusted information, accurate advice and practical support.

This document covers:

Introduction to the Untangling ASL resources

Key messages for professionals

More information on social media assets, including suggested text for use

Untangling ASL - Supporting information for professionals - Enquire

Untangling ASL - Set 1 (Professionals) - Enquire

# data[].attributes.attachment_link.readable_text
Information pack to accompany the resources available on the Untangling ASL page designed for professionals.

The Untangling ASL resources have been produced by Enquire and funded by the Scottish Government to answer key questions around additional support for learning, improve understanding of additional support needs and support for learning, and signpost to trusted information, accurate advice and practical support.

This document covers:

Introduction to the Untangling ASL resources

Key messages for professionals

More information on social media assets, including suggested text for use

# data[].attributes.attachment_link.title
Untangling ASL - Supporting information for professionals - Enquire

# data[].attributes.attachment_link.description
Information pack to accompany the resources to be shared with professionals

# data[].attributes.attachment_caption
“There are only two lasting bequests we can hope to give our children. One of these is roots, the other, wings.” Johann Wolfgang von Goethe

# data[].attributes.body
Information about GIRFEC for parents and carers can be found at Getting it Right for Every Child (GIRFEC) – Support for children and families in Dumfries and Galloway

Information for parents and carers about support for children with disabilities, finance, mental wellbeing, health, inclusion, and safety, can be found at Find support for…. – Support for children and families in Dumfries and Galloway

# data[].attributes.body
Additional Support for Learning Teachers have 5 main roles

Consultancy/consultation

Consultancy can take place in many forms, from simply giving advice to working collaboratively with individuals or departments. Effective learning and teaching strategies may be discussed and developed and suitable resources identified and made available. It is important to discuss and reach conclusions on issues such as meeting the needs of learners with a variety of different needs, not just concerning literacy, but also behavioral issues with implications for classroom management, motivation etc. There is likely also to be help regarding the most appropriate resources for the identified needs or individual learners.

1. Planning learning and teaching; including co-operative teaching with class teachers

SfL teachers may teach alongside class teachers in the classroom. Clear aims should be set out beforehand and subsequently reviewed. This helps provide direct support to and monitoring the progress of all pupils in class; developing classroom strategies with the subject teacher and assisting in recording and assessment.

Sometimes it is helpful for pupils, individually or in small groups, to work out of class with a member of SfL staff. This can aid the ongoing process of dynamic assessment and establishing what is likely to work best. Blocks of support may be given to larger groups of pupils to focus on development of specific skills. Though this works in primary schools, it is particularly important in secondary schools in preparing learners for important exams and applying for further and higher education. SfL will be involved in planning and delivering specialised/focused programmes.

2. Identification and assessment

Working with colleagues to ensure the early identification of pupils additional support needs. SfL will be involved with observations, formative and summative assessments, screening and dissemination/feedback to parents/carers/staff/multi agency colleagues.

The SfL teacher/department holds information on individual pupils and is involved in further ongoing assessment and support when this is appropriate. The SfL teacher has some delegated responsibilities for ensuring that information on individual pupils is appropriately disseminated both in school and to external agencies and parents

3. Partnership with specialist services

Partnership working is very important to ensure a holistic approach is taken in gathering information and placing the child/young person at the centre. Support teachers regularly will be in contact with colleagues in schools/educational services and multiagency colleagues e.g. health, social work and voluntary agencies.

4. Contributing and supporting professional development

The SfL teacher/department contributes to staff development in a variety of ways through:

4. Sharing of insight, experience and resources

4. Presentation of in-service sessions: for example twilight collegiate session

4. Offering guidance on accessible resources/materials, curriculum, equipment and approaches

4. Sharing effective strategies, disseminating information from courses attended.

4. Disseminating information to staff on local authority procedures, legislation and guidelines.

These 5 roles are all complementary, and no one role should be carried out in isolation.

Please see the documents below for further details and guidance

ASLT roles.docx

Remit for Primary ASL Teacher (1).docx

Suggested role by month docx.docx

# data[].attributes.body
Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas. The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as:

auditory and /or visual processing of language-based information

phonological awareness

oral language skills and reading fluency

short-term and working memory

sequencing and directionality

number skills

organisational ability.

If you are concerned a learner may have dyslexia, please follow the D&G Dyslexia Identification Pathway:

Dyslexia Primary Pathway Paperwork June 26.docx

Dyslexia Secondary Pathway Paperwork June 26.docx

Please note, these documents need to be downloaded prior to being edited.

Further information on the pathway is available via narrated powerpoints

Dyslexia id narrated.pptx

Dyslexia and neuro-affirming classrooms narrated copy.pptx

# data[].attributes.attachment_caption
Do you know what a foreign accent is? It’s a sign of bravery. – Amy Chua

# data[].attributes.body
EAL support in Dumfries and Galloway is underpinned by Scottish Government guidance (Learning in 2+ Languages). To find information, guidance and resources, please access the EAL padlet:

English as an Additional Language (EAL) Service - Guidance for school staff (padlet.com)

# data[].attributes.headline
Developmental Coordination Disorder (DCD - previously known as dyspraxia)

# data[].attributes.subject
Developmental Coordination Disorder (DCD - previously known as dyspraxia)

# data[].attributes.body
Many people know Developmental Coordination Disorder (DCD) as dyspraxia.

DCD is common. It primarily affects movement and coordination in children and adults. It can also cause a range of other difficulties. It is a hidden type of neurodivergence which is still not well understood.

Signs of DCD

Each person’s DCD experience is unique. It is affected by a person’s age. It is also affected by the opportunities they have had to learn skills and the demands of their environment. It is also affected by the support of those around them.

The presence of many (although not all) of these signs might suggest that you have dyspraxia:

Delay in learning early motor skills such as sitting, crawling, walking

Difficulty running, jumping, hopping, catching/throwing compared to other children

Movements appear awkward, slow, hesitant

Need to be taught physical skills rather than picking them up instinctively

Frequently trip and fall

Poor pencil grip. Writing is slow and immature

Difficulty getting dressed and using cutlery

Poor understanding of spatial concepts such as on/under/over/in front of

Difficulty keeping friends and judging how to behave in company

Anxious and have low self-esteem

Difficulty paying attention, react to all stimuli without discrimination

Work better 1:1 or in a small group

Have difficulty following instructions

Have difficulty managing time

Often lose things

But there are some common signs of dyspraxia:

Movement

Dyspraxia primarily affects coordinating large and small body movements. Physical signs of dyspraxia include the following:

Movements appear awkward and lack smoothness

It takes extra physical and mental effort to do movements that others manage easily

Poor spatial awareness means more trips, bumps and bruises

Difficulty learning the movements required to carry out new practical tasks

Difficulty transferring motor skills to new situations or activities

Executive Functioning

Someone with dyspraxia may find executive functioning difficult. Executive functioning refers to:

Working memory: The ability to hold and manipulate information in the short term.

Cognitive flexibility, also called flexible thinking, lets us adapt to change. It lets us switch between tasks.

Inhibitory control: This includes self-control and the ability to resist impulsive behaviours.

Executive functioning can be reduced when feeling tired or overwhelmed. This can be difficult for someone with dyspraxia.

Organisation and planning

Many people with dyspraxia have difficulty organising themselves, their equipment and their thoughts. Some also experience problems with attention, memory and time management. Many dyspraxic adults say these difficulties cause more challenges in their daily lives than their movement difficulties.

Speech and language

Some people with dyspraxia struggle to keep up with conversations. There may be long, awkward pauses before they respond to a question or comment.

People with diagnosed verbal dyspraxia have severe speech difficulties. It is also known as Developmental Verbal Dyspraxia, or Childhood Apraxia of Speech. They struggle to coordinate the precise movements needed to produce clear speech. You can have verbal dyspraxia alone. Or, you can have it alongside other movement issues linked to dyspraxia.

Handwriting

Poor handwriting is one of the more common signs of dyspraxia. Practising with different types of pencil grips can help. People with dyspraxia may prefer typing on a keyboard to handwriting. For more information and support with handwriting, visit the National Handwriting Association.

How many people does dyspraxia affect?

Dyspraxia affects around 5% of school-aged children. Around 2% of children are severely affected.Difficulties continue into adolescence and adulthood in most cases.

More males than females are diagnosed with dyspraxia. But, females' issues are often found at an older age.

Dyspraxia is a unique type of neurodivergence. People with it will often (but not always) have another diagnosis too.

Identifying dyspraxia early is crucial. It means that a person's physical, learning, social, and emotional needs can be well met. This means they have more opportunity to reach their potential.

What causes dyspraxia?

Dyspraxia is the result of disruption in the way messages are passed between the brain and the body. The cause of this disruption is not yet clear. But, being born early and having a low birth weight both raise the risk. Also, a family history of coordination difficulties raises the likelihood.

Dyspraxia is not caused by brain damage, illness or injury. It is something you are born with and lasts throughout your whole life.

In most cases, the cause of a person’s dyspraxia is not known. There may not be one single reason why a person's movement skills are less developed than other areas.

The Dyspraxia Foundation offers support and advice for young people, including advice on transition from primary to secondary school:

Dyspraxia Foundation

You may also find these booklets helpful

DCD_ A guide for parents.pdf

DCD_ A guide for teachers.pdf

# data[].attributes.body
Enquire is the Scottish advice service for additional support for learning. They provide easy to understand advice and information about additional support for learning legislation and guidance for families and professionals.

They have produced fact cards for parents which may be helpful. They can be found at Untangling ASL - Supporting information for parents and carers - Enquire

# data[].attributes.attachment_link.readable_text
What is Enquire?

Enquire is the Scottish advice service for additional support for learning. Providing easy to understand advice and information about additional support for learning legislation and guidance for families and professionals.

# data[].attributes.attachment_link.title
Enquire - The Scottish advice service for additional support for learning

# data[].attributes.attachment_link.description
If you feel a child or young person needs extra help to get the most from their learning and are unsure what to do, we can help you.

# data[].attributes.body
Greater Glasgow and Clyde have produced some extremely useful resources for teachers and parents, to enable them to investigate and support children and young people with sensory processing issues.

There is a section the help identify issues, another which suggests strategies, and a number of sections on what is typically expected in certain sensory areas at certain chronological ages.

These resources can be accessed via

Sensory Processing | RHCG

# data[].attributes.body
The 2022 Scottish Working Definition of Dyscalculia has been collaboratively developed to provide education staff, partners, families and learners with a nationally agreed description of the range of indicators and associated difficulties of dyscalculia.

At all stages, dyscalculia is on a continuum varying from mild to severe, with a range of strengths and difficulties which are affected by the nature of the activity undertaken, the learning environment and any coping strategies and support in place. As a result, every individual with dyscalculia will differ in how they are affected and in the level of severity experienced.

Scottish dyscalculia definition

Dyscalculia is a barrier to learning. The impact this has varies in degree according to the learning and teaching environment.

Dyscalculia can affect:

short-term working memory

subitising (the ability to see and count numbers instantly)

estimating

ordering, sequencing and directionality

recognising and understanding number symbols

how numbers and amounts relate to each other and their representation

learning and recalling basic maths facts and processes

applying number skills to solve problems

everyday tasks involving numbers (for example: money or time)

Receiving appropriate additional support is not dependent upon the formal identification of a specific need or label such as dyscalculia. Education Scotland have provided the professional learning which explore dyscalculia and provide strategies for supporting pupils experiencing difficulty with numeracy:

Supporting Learners with Maths Difficulties Webinar Series 2324

However, this should not mean that schools and local authorities are not supportive of formally identifying additional support needs such as dyscalculia.

The identification of dyscalculia and the understanding of what it means can be extremely important to the learner’s wellbeing and their family and this should not be underestimated. We in D&G are currently working on a pathway for the identification of dyscalculia, which will be added here as soon as it is available.

# data[].attributes.body
Audiobooks can be invaluable for learners with sight loss or a reading difficulty. There are a number of options available:

1. The library has a large range of audiobooks via the Borrow Box app - this link takes you to the children's section.  All you need is a library membership and the Borrow Box app.

2. Calibre audio is an audiobook charity that is free for schools to use.  Books can be accessed using the Dolphin EasyReader app or streamed from the website.

3. Listening Books is another audiobook lending charity - school membership is £125 per year.

4. Books4All is provided buy CALL Scotland and has many books and textbooks which are regularly used in the Scottish Curriculum. It can be accessed via this link - Home .

# data[].attributes.body
Education - professional practice - PDA Society