Assessment and Identification of Additional Support Needs

In line with Fife guidance, we follow a support-first approach. Appropriate supports and interventions can be implemented without the need for a formal diagnosis. Where concerns persist despite appropriate interventions and support, further assessment may be considered.

The following assessment pathways may be available:

· School-based contextualised assessment for specific learning difficulties, including:

-Dyslexia

-Dyscalculia

-Dysgraphia

Occupational Therapy assessment for:

-Developmental Coordination Disorder (DCD)

Neurodevelopmental Pathway assessment for:

-Autism Spectrum Disorder (ASD)

-Attention Deficit Hyperactivity Disorder (ADHD)

-Learning Disability

Speech and Language assessment for:

-Speech Sound Difficulties

-Developmental Language Disorder (DLD)

Parents and carers who have concerns regarding their child’s learning, development, or wellbeing are encouraged to discuss these with their child’s class teacher/support for learning teacher in the first instance. Working collaboratively, we can review the supports currently in place and consider whether further assessment or referral may be appropriate.