Tag Archives: pri

Uncategorized

Support Request Meeting Dates

All support requests should be submitted electronically to a new shared mailbox: asnrequest@stirling.gov.uk

Support requests should be made using Child’s Plan Forms 1, and 2 or 3.  We no longer require the relevant parts of form 7 as standard. If you have any other relevant paperwork from the GIRFEC Child’s Plan suite this can be included.

Please ensure Support Requests are sent to the mailbox in a zipped file.  The file name must state the name of the child, and the team from whom support is being requested, e.g. asnsupportrequest.jbloggs.sebn

Please have submissions entered at least 1 week before the meeting date.

Provisional 2016/17 meeting dates are:

5th Sept 2016

3rd Oct

7th Nov

5th Dec

9th January 2017

6th February

6th March

18th April

15th May

12th June

For further guidance on Support Requests please see page in guidance and policies section of the site.

Uncategorized

Dyslexia

Dyslexia

Children learn at varying speeds and each child will have his/her own profile of strengths and developmental needs. However there are a variety of indicators that might point to dyslexia.

General indicators of dyslexia include:

  • being able to talk about what he/she is learning more easily than reading or writing about it
  • persistent spelling difficulties despite appropriate efforts
  • appearing to have a poor concentration span, or being forgetful and/or disorganised
  • difficulty with telling the time, and learning multiplication tables
  • having short-term memory problems, and difficulties with sequencing e.g. following/giving instructions, directions, etc.

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as:
• auditory and/or visual processing of language-based information
• phonological awareness
• oral language skills and reading fluency
• short-term and working memory
• sequencing and directionality
• number skills
• organisational ability
Motor skills and co-ordination may also be affected.

ASN Outreach chair a dyslexia Working Group to continue to ensure our learners are well supported.  For more information please contact :

Fiona McDougall (PT Primary ASN Outreach)

Stirling Council provides clear guidance and support for children and young people who may have dyslexia.

Dyslexia policy

Dyslexia Policy

Appendices

A GIRFEC Triangle
B Identifying Dyslexia Flowchart (First and second)
C Identifying Dyslexia Flowchart (Third, fourth and senior)
D Informal Nursery/Classroom Dyslexia Screening Tool (Early)
E(i) Informal Nursery/Classroom Dyslexia Screening Tool Version A (First)
E(ii) Informal Nursery/Classroom Dyslexia Screening Tool Version B (First)
F Informal Nursery/Classroom Dyslexia Screening Tool (Second)
G Informal Nursery/Classroom Dyslexia Screening Tool (Third, fourth and senior)
H(i) Pupil Checklist A
H(ii) Pupil Checklist B
J A Selection of Preferred Assessments for Use by Schools in Identifying Dyslexia
K Literacy Assessment Report
L Suggested Wording for the Conclusions in the Literacy Assessment Report
M Sources of Advice and Good Practice for Supporting Dyslexia
N Using ICT to Support Pupils with Dyslexia
O Learning and Teaching Strategies to support children with Dyslexia in Primary School
P Learning and Teaching Strategies to support children with Dyslexia in Secondary School
Q Dyslexia and Visual Difficulties
R Dyslexia:  Information for Parents and Carers
T Membership of the Dyslexia Policy Working Group

 

Team News

Head teachers Working Together Meeting 27th May

Margaret Ross from out Early Years Team is delivering examples of good practice around transition planning at the Head Teachers’ Working Together meeting this month.

Margaret has been involved in supporting the transitions of children from nursery to primary school, many of whom have significant levels of physical and learning needs. Through a person centred approach, the team, family and child feel good about moving forward to primary school.

Margaret describes the approaches to supporting this important milestone in her presentation.

 

Laura Fowler PT ASN Secondary is also delivering a presentation on what we know works in preparing young people when transitioning on from secondary school.

Agreeing outcomes with young people and ensuring their views, needs and wants are central to transition planning, is the focus of the workshop.

The changes in practices regarding the Named Person Role and how that is working in light of the Children and Young People’s Act 2015, also features in the discussions.

GIRFEC Presentation Transition.pptxv2