Learning Support Service
The main aim of the Support and Advisory Service is to maintain pupils with special needs in mainstream schools where appropriate. LSS supports one of the four main aims of
Organisation
Language Support and Advisory: Once it has been established that a child has a Specific language impairment (referred by the educational psychologist) the child is then formally assessed and their strengths and problem areas are identified. Problem areas may be:
Receptive Language - Expressive Language
Auditory Perception - Auditory Sequential Memory
Visual Perception - Visual Sequential Memory
A programme is then implemented. This programme is shared with the teacher and SENCO in the mainstream school and supported by the child's parents. The learning support continues on a weekly basis for a period of 1- 3 terms. This may be interrupted if the child commences an intensive speech therapy block. Once the support period has been completed a report is written a follow up programme is devised if appropriate. Meetings with Psychologists, and Language Unit Staff occur on a regular basis to review children's progress.
Language groups take place on a Friday from 9.15 - 11.45 for a maximum of 18 weeks. These groups cater mainly for children in P4 – P7
This support from Language Unit staff helps the child to assess the curriculum more effectively.
Learning Difficulties: Children from primary schools may be referred for support and advisory. The child is assessed and an individual programme drawn up targeting the areas of weakness. It is usual to concentrate on one area of the curriculum either English, (reading, writing & spelling) or Maths.
This programme is shared with the mainstream school and supported by the child's parents. The LSS teacher visits the child for a weekly teaching session and leaves follow-up work to be completed, either at school or at home, for the next session.
This support can continue for up to 3 terms, when it is hoped the programme will be incorporated into the child's curriculum by the mainstream school.
Follow-up advisory visits may be made if necessary once Learning support has been withdrawn.
Pre-school: Regular home visits may be requested for children:
1. On a long term basis or
2. On a short term basis usually for the purposes of educational advice.
For regular visits on a long term basis the first visit provides opportunities for:
(a) The parents and child to become familiar and comfortable with the home teacher
(b) The home teacher to carry out an initial assessment of the child.
Following this initial assessment individual targets are drawn up for the parent, teacher and child to work on together. During home visits the parents and teacher will discuss the child’s progress on his/her individual targets and together they will plan achievable targets for following visits. These will be recorded each week in a home diary.
Liaison: Regular liaison with the various professionals involved with the child ensures a multi-disciplinary approach. As the child approaches school age the home teacher liaises with the school that the child will attend.
Professional Advice: Professional advice may be requested for:
1. Those children receiving regular home visits and
2. Children identified as requiring educational advice in consideration of individual needs.