ASL myths

ASL Myth – Pupils with additional support needs have the right to opt out of modern language classes

There is nothing in education law that sets out what children should be taught by schools, or for how long they should be taught each subject.  The exceptions to this are that Religious education must be taught and also Gaelic in Gaelic speaking areas (Education (Scotland) Act 1980). The Scottish Government, through Education Scotland, issues [read more...]

ASL Myth: A child with additional support needs cannot be excluded from school

A child who has been identified as having additional support needs can be excluded from school but only for one of the following reasons: The school thinks that order and discipline in the school and the education of the other pupils will be badly affected if the child/young person continues to attend. The school thinks [read more...]

ASL Myth: Having a Co-ordinated Support Plan means a child will automatically have more support put in place.

Often parents push for a Co-ordinated Support Plan (CSP) to be prepared in the mistaken belief that this will lead to their child receiving more guaranteed support. This is not the case. A CSP is a legal document opened for children who have long-term, complex or multiple needs and who receive a high level of [read more...]

ASL MYTH – Children under the age of five are not eligible for additional support for learning

Under the ASL Act education authorities have a duty to provide adequate and efficient support to meet the needs of children for whose education they are responsible. Also, a child under the age of three may be brought to the attention of the education authority as having additional support needs due to a disability. If the [read more...]

ASL Myth: All looked after children should have a Co-ordinated Support Plan

The amendments to the additional support for learning legislation in 2009 strengthened the existing framework for supporting looked after children in school. Now children who are looked after by a local authority are automatically assumed to have additional support needs. This is the case unless assessments carried out by the local authority show that they [read more...]

ASL Myth: Local authorities must respond to a parent’s request for a specific assessment within a certain time period.

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FACTS: Under the ASL Act, parents can ask education authorities to consider whether their child has additional support needs. At the same time they can ask for a specific type of assessment (such as an educational, medical or psychological assessment or examination). They can also ask for a specific assessment at any time for a child who has additional support needs. Education authorities must agree to both types of [read more...]

ASL Myth: If a pupil with additional support needs stays on at school after the age of 16, the school does not have to provide additional support for learning.

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FACTS Enquire receives a number of queries each year about this topic and it can be a difficult time for young people and their parents. There should be learning planning in place for all pupils and any extra support needed by a pupil should be planned and discussed with the pupil and their parents at [read more...]

ASL Myth: Additional support means one-to-one support in class

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One part of additional support for learning that confuses parents contacting our helpline — and one that can often cause disagreements between families and education staff, is the duty for education authorities to provide “adequate and efficient” additional support for pupils who require it. [read more...]

ASL Myth: Education authorities must accept the findings of private assessments and act on recommendations in them

Parents turn to private assessments for a number of reasons and they can provide parents with the long-awaited confirmation they want – that their child has a particular additional support need or condition and should have extra help in school. [read more...]

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