Additional support for learning (ASL)
For children and young people who require support, including those with additional support needs, an emphasis on individual needs and individualised blending of resources and interventions will be continue to be important considerations.
The emotional wellbeing of our most vulnerable children and young people as they re-connect with learning will require careful planning, including discussion with them and their parents and carers.
In thinking about learning approaches for children and young people who need individualised support, authorities and school staff will be able to draw on inclusive learning policy and practice
Whichever individualised provisions and interventions are provided they will continue to needbe reviewed with robust tracking and monitoring of learning and wellbeing.
Assessment of and planning for individual needs
Assessment, planning, action and review for individuals’ needs should be consistent with the values and principles of getting it right for every child, and the provisions of the Additional Support for Learning Act. Decisions about how support will be provided for children and young people with additional support needs should made before the child or young person is expected to return to school, or other provisions.
As part of ongoing understanding of children and young people’s learning it may be necessary to review plans, including co-ordinated support plans, to ensure that planned approaches build upon and recognise any additional needs which have arisen.
In planning these approaches, support may be drawn from other partners such as Social Work Services, or Allied Health Professionals, and agencies such as Skills Development Scotland, the SQA and third sector organisations.