The ASL Department works cooperatively across all subject areas and levels. We work closely with the Pupil Support Team and EAL teacher to ensure pupils are supported efficiently.
Our vision is to prepare young people with additional support needs for life through the provision and support of a framework that recognises continuity and progression from Primary School, actively involves parents and carers in the learning process and offers support while ensuring that all pupils are treated fairly and included in learning.
The role of the Department includes:
· Planning and teaching small groups
· Teaching cooperatively with subject teachers which allows opportunities for more
individual attention and support.
· Individualised routines and schedules where appropriate
· Nurturing and supportive relationships
· Evidencing and providing Alternative Assessment Arrangements (AAA) and liaising with the SQA.
· Arranging specialist support including the Educational Psychologists Service, Speech &
Language Therapists; Glasgow Dyslexia Support Service; Hearing and Visual
Impairment and Occupational Therapists.
· Organising and Chairing Staged Intervention and Inclusion Meetings (SIIMs)
· Participating in Joint Support Meetings
· Assess, record and report on pupils work as appropriate
· Contributing to curricular staff development
Department Aim
At one time or another all of us have difficulty acquiring certain skills. The aim of ASL Department at Hillpark is to help individual pupils overcome any particular difficulty they may be having.
We work with all teachers to strive to:
· Ensure that the individual is at the centre of policy and practice.
· Promote early identification of individual learners who are experiencing barriers
to their learning.
· Promote an inclusive approach that will meet the needs of all pupils.
· Work with colleagues to eliminate barriers to pupils’ learning.
· Track and monitor progress closely.
· Ensure continuity of experience at points of transition through appropriate
support.
· Encourage parent/carer support for their young person’s learning.
· Nurture positive, supportive relationships with staff, pupils and parents/carers
· Recognise and celebrate individual achievements within a range of contexts.
