Each year we submit evidence to the SQA, usually based on a formal assessment of the candidate’s needs, or a medical report or an educational psychologist's report. These outline the learner’s needs and alongside evidence of working from the classroom provide

These arrangements aim to create a level playing field while maintaining the integrity and standards of the qualification. They do not give an unfair advantage; rather, they help ensure that the assessment accurately reflects the candidate's knowledge and skills.

Young people with dyslexia may take longer to learn new words, struggle with reading fluently, or mix up letters, such as reading "b" as "d." They may also avoid reading aloud or become frustrated with reading and writing tasks. Dyslexia affects each person differently; some may have mild challenges, while others need more support.

With early identification and the right teaching methods, young people with dyslexia can improve their reading skills. Building confidence is also essential, so parents can help by being patient, focusing on strengths, and celebrating small achievements. With the right help, young people with dyslexia can learn to read and succeed in school.

For parents, understanding neurodiversity can foster a positive approach to raising children who might not fit traditional expectations. Embracing neurodiversity means seeing your child’s differences as a core part of who they are. Instead of focusing on "curing" or "changing" these differences, the neurodiversity approach encourages us to create environments that celebrate each child’s unique ways of thinking and learning. It promotes a strength-based perspective, helping children feel valued, understood, and empowered.

Supporting neurodiverse children often involves flexible approaches in education, communication, and daily routines that meet their unique needs. By recognising and embracing neurodiversity, parents can help foster a more inclusive society where differences are respected, and all children have the opportunity to thrive in their own ways. This mindset encourages resilience, self-advocacy, and a positive sense of identity.

For parents, understanding autism means recognising that their young person might process information and experiences differently. Children with autism might struggle with social cues, have repetitive behaviors, or show intense interests in specific topics. They may also have unique sensory needs, like being sensitive to certain sounds, textures, or lights, or seeking sensory experiences like movement.

Importantly, autism is a different way of experiencing the world, not a condition to be "cured." By embracing your young person’s differences and supporting their unique way of learning and connecting, you can help them build confidence, skills, and a positive sense of identity. Early support, therapies, and educational resources can make a meaningful difference, helping autistic people thrive, communicate, and reach their potential in a way that honours who they are.

For help and support visit https://dghscp.co.uk/camhs/neurodevelopmental-assessment-service-cyp/

It’s important to know that ADHD is not a result of bad parenting or a child being “lazy.” Instead, it’s caused by differences in brain structure and function, which affect attention, behavior, and emotions. Genetics often play a role, as ADHD tends to run in families.

For parents, managing ADHD can feel challenging, but there are effective strategies and treatments. Positive reinforcement, and structure can help children develop better habits. Some youngsters also benefit from medication. With the right support, young people with ADHD can thrive academically, socially, and emotionally. Open communication, patience, and understanding are key to helping your young person feel confident and capable. Remember, ADHD is a part of who they are, but it doesn’t define them. With time and support, they can learn to channel their unique strengths.

For help and support visit https://dghscp.co.uk/camhs/adhd-professional-information/

DLD is relatively common, affecting about 1 -2 young people in every class, but it’s often misunderstood or overlooked. It’s important for parents to know that DLD is a lifelong condition, meaning the young person will likely continue to face language-related challenges into adulthood. Early diagnosis and intervention, including speech and language therapy, can make a big difference by helping pupils build strategies to manage their difficulties. Support from parents, teachers, and speech therapists can help children with DLD develop stronger communication skills, boosting their confidence and helping them thrive in school and in social settings.

For general support you can contact Speech and Language Dumfries and Galloway Advice Line
Telephone: 01387 220013 – Wednesdays 2-4pm
Email: dg.talk-adviceline@nhs.scot

Miss Humphries is our Learning Centre teacher and S2-4 mainstream English. She is a qualified primary and ASN teacher and has lots of experience with Disability Sports and is a huge advocate.

At this initial stage, the focus is on supporting the learner within their regular classroom environment. Teachers make adaptations to classroom activities or materials to accommodate the student’s learning needs. This might include differentiated instruction, personalised learning tasks, or minor adjustments to classroom routines. The aim here is for students to access the curriculum with minimal intervention, supported by their teacher within the general education setting.

At this initial stage, the focus is on supporting the learner within their regular classroom environment. Teachers make adaptations to classroom activities or materials to accommodate the student’s learning needs. This might include differentiated instruction, personalised learning tasks, or minor adjustments to classroom routines. The aim here is for students to access the curriculum with minimal intervention, supported by their teacher within the general education setting.

For students requiring a higher level of intervention, specialist support is introduced at Stage 3. This might include consultation with external specialists, such as educational psychologists, speech and language therapists, or behavior specialists. A formal assessment process is often part of this stage to identify precise needs and develop a more detailed, individualised support plan. Support may be provided both within the classroom and through one-to-one or small group work with specialised staff.

The final stage involves multi-agency collaboration for students with complex or severe needs that require coordinated support across different services, such as social work, healthcare, and educational psychology. This may include creating a Coordinated Support Plan (CSP) or referring to other relevant agencies. The goal at this stage is to ensure a cohesive, individualised approach that brings together all necessary services to support the student’s educational and overall well-being.

Scribe: A scribe (or amanuensis) may be provided for candidates who have difficulty writing or typing. The scribe can write or type answers dictated by the candidate.

Spell checkers and calculators may also be allowed where appropriate, depending on the subject and assessment requirements.

Practical Assistant: For practical exams (e.g., science or art exams), a practical assistant may be provided to support candidates who have physical or motor skill difficulties.

One of the program’s core tools is the “Cog Model,” which breaks down emotions into parts, like what causes feelings (triggers), how they feel physically, and how they’re expressed. This helps children develop a language for their emotions, making it easier to talk about how they feel and why. Emotion Works encourages children to develop skills in self-regulation, empathy, and resilience.

For parents, Emotion Works can support open conversations about emotions at home, providing a consistent framework to address challenging behaviors and support children’s emotional growth. It helps children feel understood and teaches them healthy ways to cope with feelings, ultimately fostering positive mental health and stronger relationships with family and friends.

Originally developed for people with communication difficulties, Talking Mats is now widely used in schools, therapy, and at home. It’s especially helpful for children who are shy, have autism, learning disabilities, or other communication needs. The simplicity of the tool empowers young people to share their opinions without feeling pressured, making it a great way for parents to understand their feelings on various issues.

Parents can use Talking Mats to discuss everyday topics like school, friendships, or future goals. It’s interactive, non-intimidating, and can be adapted to each child’s preferences. Talking Mats fosters a safe space for honest conversations, helping build stronger connections and ensuring children feel heard.

To support this goal, our ASN teachers work with specific resources and strategies designed to help students understand numbers better, build on what they already know, and apply their learning in various contexts. The program includes a range of engaging activities, practical exercises, and tools that make learning maths fun and relevant to real-life situations. Teachers assess students' progress regularly, ensuring that each child gets support tailored to their needs, whether through extra guidance, peer support, or one-on-one attention.

Dumfries and Galloway’s initiative works best when schools and families collaborate, helping every young person to close the gap in numeracy skills and gain the confidence they need for the future.

### Who Should Have an IEP?

A student may require an IEP if they:

- Have significant or complex additional support needs that require long-term support.

- Need a structured plan with specific learning targets that go beyond regular classroom differentiation.

- Require multi-agency involvement, such as input from speech therapists, occupational therapists, or educational psychologists.

- Have a diagnosed condition (e.g., autism, ADHD, dyslexia, or physical disabilities) that significantly impacts their learning.

### Who Might Not Need an IEP?

- If a child has ASN but their needs can be met through differentiated teaching within the classroom, an IEP may not be necessary.

- Instead, they may have a Child’s Plan or support strategies within class without the formal structure of an IEP.

- Some students may have a Co-ordinated Support Plan (CSP) if they require support from multiple agencies over a long period.

### How Is an IEP Created?

- Schools, in collaboration with parents/carers and relevant professionals, decide if an IEP is appropriate.

- It includes specific, measurable goals tailored to the child's needs.

- Regular reviews ensure it remains effective and is updated as necessary.

Would you like more information on accessing support for a child in Dumfries and Galloway?

Who Should Have an IEP?

A student may require an IEP if they:

- Have significant or complex additional support needs that require long-term support.

- Need a structured plan with specific learning targets that go beyond regular classroom differentiation.

- Require multi-agency involvement, such as input from speech therapists, occupational therapists, or educational psychologists.

- Have a diagnosed condition (e.g., autism, ADHD, dyslexia, or physical disabilities) that significantly impacts their learning.

Who Might Not Need an IEP?

- If a child has ASN but their needs can be met through differentiated teaching within the classroom, an IEP may not be necessary.

- Instead, they may have a Child’s Plan or support strategies within class without the formal structure of an IEP.

- Some students may have a Co-ordinated Support Plan (CSP) if they require support from multiple agencies over a long period.

How Is an IEP Created?

- Schools, in collaboration with parents/carers and relevant professionals, decide if an IEP is appropriate.

- It includes specific, measurable goals tailored to the child's needs.

- Regular reviews ensure it remains effective and is updated as necessary.

SCERTS focuses on three key areas:

Social Communication (SC) – Helping children develop the ability to interact, communicate, and build relationships in meaningful ways.

Emotional Regulation (ER) – Supporting children in understanding and managing their emotions, reducing anxiety, and maintaining focus for learning.

Transactional Support (TS) – Providing tailored strategies, such as structured environments, visual supports, and staff training, to help children succeed.

Unlike rigid programmes, SCERTS is a flexible and person-centred approach that adapts to individual needs. It aligns with Scotland’s commitment to inclusive education, as outlined in the Additional Support Needs Framework and Curriculum for Excellence.

For parents and educators, SCERTS offers practical strategies to enhance communication, engagement, and emotional well-being. It encourages learning in real-life situations rather than isolated therapy sessions. By working together, families and professionals can create supportive environments where autistic children can thrive, develop independence, and reach their full potential.