ASN Resource Guide Midlothian

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  • Midlothian Resource Guide 2012 Edition


    Resource Guide

    for Operations Staff Working with Young People with Additional Support Needs


    1. Introduction 2. The Act and Code 3. Post 16 Options 4. Which Options? How to make it happen? 5. Accessing the Options: Support & Suggestions 6. National and Local Provision 7. Other Sources of Help Supported Employment and Access to Work

  • Midlothian Resource Guide 2012 Edition


    1. Introduction

    ASN Resource to Staff

    This section has been developed to help SDS Operations Staff to support young people in mainstream and special schools or units who have additional support needs (ASN) and/or disabilities to consider all their options at 16 years of age and to make appropriate career and support plans leading to positive and sustainable transitions. As the Code of Practice supporting the ASL Act 2009 states whatever children and young people require to learn in order to make the transition successful should in good practice, be planned for carefully and in a timely manner (CH 6, pt 20).

    2. The Act & Code The Education (Additional Support for Learning) (Scotland) Act 2009 (The ASL Act) aims to ensure that all children and young people are provided with the necessary support to help them work towards achieving their full potential. It promotes collaborative working among all those supporting children and young people. The Act places duties on education authorities and other agencies including SDS including that they must at least 12 months prior to the expected school leaving date, request and take account of, information and advice from appropriate agencies likely to make provision for the child or young person when he or she leaves school. The Code states:

    Preparation for adulthood should involve explicit recognition of the strengths, abilities, wishes and needs of the young person as well as identification of relevant support strategies which may be required (The Code, CH6 pt 18).

    Schools should ensure young people have sufficient information on which to base decisions about relevant choices of National Training Programmes (MAs, Get Ready for Work, Targeted Pathways), employment, college or Higher Education and they should have opportunities to sample options through visits and work experience. (The Code, pt.21)

    To read the Act and the full Code click this link:
  • Midlothian Resource Guide 2012 Edition


    Definitions as per ASL Act 2009 It must be noted that the 2009 Act automatically deems that all looked after children and young people have additional support needs. It is the education authority who determines that they do not require additional support in order to benefit from school education. What does disabled mean in this Act? The meaning of disability, used in the Code, is as defined in the Disability Discrimination Act 2005 (c50), section 1 (1). This states that a person has a disability for the purpose of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities. Legal definition of additional support needs 1.-(1) A child or young person has additional support needs for the purposes of this Act where, for whatever reason, the child or young person is, or is likely to be, unable without the provision of additionalg support, to benefit from school education provided or to be provided for the child or young person. (1A) Without prejudice to the generality of subsection (1), a child or young person has additional support needs if the child or young person is looked after by a local authority (within the meaning of section 17(6) of the children (Scotland) Act 1995 (c.36)) (1B) But where, in the course of identifying (in accordance with the arrangements made by them under section 6(1)(b) the particular additional support needs of a child or young person who is looked after by a local authority (within the meaning of section 17(6) of the Children (Scotland) Act 1995 (c.36)), and the education authority form the view that the child or young person is, or is likely to be, able without the provision of additional support, to benefit from school education provided to, or to be provided for, the child or young person, subsection (1A) ceases to apply. What is meant by additional support? Additional Support 1.-(3) in this Act additional support means-

    (a) in relation to a prescribed pre-school child of school age or a young person receiving school education, provision or not educational provision) which is additional to, or otherwise different from, the educational provision made generally for children or, as the class may be, young persons of the same age in schools (other than special schools) under the management of the education of the child or young person, or in the case where there is no such authority, the education authority for the area to which the child or young person belongs.

  • Midlothian Resource Guide 2012 Edition


    (b) in relation to a child under school age other than a prescribed pre-school child, such provision (whether or not educational provision) as is appropriate in the circumstances

    Example of Support within Education The following are examples of additional support provided from within education services to children and young people:

    learning assistant supporting a young person with an autistic spectrum disorder in a nursery

    class teacher helping a young person by following a behaviour management programme drawn up in consultation with a behaviour support teacher

    tutorial support from a support for learning teacher to help with a reading difficulty

    use of communication symbols by a young person with autism

    designated support staff working with gypsy/traveller children/young people on their site to help them improve their literacy and numeracy skills

    in-class support provided by an English as an Additional Language (EAL) teacher for a young person whose first language is not English.

    receiving support to access the secondary mathematics curriculum for more able young person at the later stages of primary school

    Use of voice recognition by a child with dyslexia

    3. Post 16 Options

    This section has been written to support SDS staff and assumes no prior knowledge or experience of working with people with additional support needs and/or disabilities. It is underpinned by the social model i.e. it assumes people with disabilities have the same aspirations, desires and needs as people without disabilities. It is recommended that staff dip into the relevant sections as required. (This information is not intended to cover options for those with the most profound and complex needs). It is well documented that young people with ASN often make several transitions post 16 before finding a positive outcome, and as the Equality and Human Rights Commission observe, 45% of disabled people in their 20s are not in employment, education or training (How Fair is Britain, 2010). Planning for these young people should begin no later than 12 months before their school leaving date, but the earlier the better, is the advice of expert agencies. At transitions meetings, it is important that all key partners are present to develop the most effective plan for the young person, agree support required and which agencies will fund this, to maximise each partners contribution.

  • Midlothian Resource Guide 2012 Edition


    So what are the options at 16?

    National Training Programmes MAs Targeted Pathways to Apprenticeships Get Ready for Work Training for Work (over 18s)

    Further Education College (FE) Mainstream course(s) with support Specialised courses focusing on life skills and core skills.

    Specialist College

    Continuing at school

    Higher Education

    Employment full or part-time

    Self Employment

    Voluntary work or other self development programmes such as the Princes Trust

    Supported Employment e.g. with Enable or through Family Firms, Remploy

    Activity Agreements Many young people with ASN will be able to plan and progress their career goals through mainstream routes, or perhaps with some support to facilitate this, whilst other clients will feel they have done all they can to progress, but are encountering barriers, and they will require some more tailored or supported options to move forward. For each of the post 16 options above, there are examples of the support available, although this will vary by local authority and college, together with the key questions or issues for your clients and their parents/carers to consider, in deciding what is right for them. Later sections give information on local organisations that provide support in your area; to participate in education or employment, or to gain employability skills, or attend and participate in training.

    4. Which options? How to make it happen?

    16+ Learning Choices should ensure all young people completing compulsory education have:

    1. an offer of a suitable place in post-16 learning and 2. that financial support should be accessible so staying in learning is a viable


  • Midlothian Resource Guide