Assessment and Identification of Additional Support Needs<\/p>\n
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.<\/p>\n
The following assessment pathways may be available:<\/p>\n
\u00b7 School-based contextualised assessment for specific learning difficulties, including:<\/p>\n
-Dyslexia<\/p>\n
-Dyscalculia<\/p>\n
-Dysgraphia<\/p>\n
Occupational Therapy assessment for:<\/p>\n
-Developmental Coordination Disorder (DCD)<\/p>\n
Neurodevelopmental Pathway assessment for:<\/p>\n
-Autism Spectrum Disorder (ASD)<\/p>\n
-Attention Deficit Hyperactivity Disorder (ADHD)<\/p>\n
-Learning Disability<\/p>\n
Speech and Language assessment for:<\/p>\n
-Speech Sound Difficulties<\/p>\n
-Developmental Language Disorder (DLD)<\/p>\n
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.<\/p>\n","protected":false},"excerpt":{"rendered":"
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: \u00b7 School-based contextualised assessment … Continue reading Assessment and Identification of Additional Support Needs<\/span>