ASN

Mrs C Jones BSc (Hons), PGCE, Support for Learning Post Graduate Certificate
Mrs G Wilkie MA

The role of the Additional Support Needs Department is to support those pupils who require assistance to overcome obstacles to learning. All learners operate most efficiently in an environment in which they feel safe and supported. Once they feel secure they can begin to cope with the challenges they face. In Morrison's Academy we integrate a range of learning support and resources to meet individual needs.

The majority of children and young people who have difficulties do so on a temporary basis. Their needs can usually be met by additional help from the subject teacher. A proportion of pupils have difficulties which respond to measures which may involve individual or small group work with a Support for Learning specialist, or some curricular adaptations. A small number of pupils face difficulties in learning which are long-term and require on-going intervention and frequent review.

The level of support required will be decided through consultation between the Head of Year, individual teachers and the Support for Learning teacher. At all times there will be close communication with parents and pupils.

Support in S1 and S2 will be likely to include some or all of the following:

• Support from the class or subject teacher, in consultation with the Support for Learning teacher.
• The Support for Learning teacher working in the classroom, alongside the subject teacher.
• Individual or small group work in the Support for Learning classroom.

All S1 pupils will be encouraged to participate in an after-school study skills programme.

The aim is equip the pupils with the skills necessary to become independent learners. As they progress through the school and enter S3 they will be working towards SQA examinations. They may consider following a slightly reduced timetable which would allow time for supported study and reduce the overall curricular load.

Research has shown that three of the five senses prevail when it comes to storing information in the brain. These are visual, through seeing; auditory, through hearing; and kinaesthetic, through touch or physical involvement. All learners have a preferred ‘channel' through which to access and process information. Pupils are encouraged to be aware of differences in learning styles. They have unique experiences, interests and talents which they can use to become better learners. Pupils are shown how to utilise their own learning styles which in turn aids in the development of confident and resourceful learners.