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 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. Simply attending any formal provision will be a challenge for some.
In thinking about a blended learning approach for children and young people who need individualised support, authorities and school staff will be able to draw on inclusive learning policy and practice. In applying blended learning there is a need to ensure that children and young people are: present, participating, achieving and supported.
Whichever individualised provisions and interventions are provided they will need to be kept under constant review 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 blended learning 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.
A first step will be 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, and third sector organisations. Practitioners will also wish to be aware of the forthcoming report of the ASL Review, in their developing plans.