Scottish Government

MOVING FORWARD!
ADDITIONAL SUPPORT FOR LEARNING

Ethos

62. Schools and authorities are expected to demonstrate, in their improvement plans, arrangements to develop values, attitudes and ethos which support inclusion amongst school staff and pupils. One of the benefits of strong inclusive policies is that pupils can learn from the diversity of culture that a wide range of pupils brings to school. Respect for self and one another can develop from this diversity.

63. Pupils can also learn co-operative skills from each other through peer support and mentoring. Through our Innovations Grants Programme we have supported a number of peer support and mentoring pilot projects. For example, Parent to Parent voluntary group has developed a CD-ROM to promote peer support in schools. National Deaf Children's Society has developed a Pilot Peer Education Project which involves appointing and training deaf adults to act as positive role models for deaf children and young persons.

Rights of the child

64. We are in favour of an inclusive strategy for education which takes account of the rights and needs of all children and their families. This inclusive child-centred approach is reflected by the Standards in Scotland's Schools etc. Act 2000.

65. The Act:

• confirms a child's right to education;
• requires that education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential;
• calls on an education authority to have due regard to the views of children and young persons;
• strengthens a child's right to be educated in mainstream schools alongside their peers; and
• ensures provision of education for children too ill to attend school.

Children's views

66. The Act provides for the views of children to be heard by an education authority on issues which affect their education. An education authority must have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of children or young persons. In doing so they should take account of the child or young person's age and maturity. Arrangements should be made to include the opportunity for evaluative feedback from young people on their experience of education. Local authorities should also consider how children and families can be enabled to have an input to decisions taken by local authorities (and their partners) about the policies and strategies for delivering services.

67. In recent years, the Scottish Executive has funded a number of projects aimed at promoting better communication and engagement between children and young people and professionals. Projects have been funded in areas across the SEN spectrum - e.g. children with learning disabilities, severe communication difficulties, emotional and behavioural problems. This recognises that all children who require additional support should have the opportunity to be involved. They should be able to choose a supporter they feel most comfortable with to accompany them to meetings, act as their voice where this is preferred, and explain the decision-making process to them.