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Report of the Consultation on the draft Additional Support for Learning Bill
Ministerial Foreword
The Education (Additional Support for Learning) (Scotland) Bill has now been introduced to the Scottish Parliament. The Bill aims to modernise and strengthen the system for supporting all children's learning needs now and in the future.
It has been in the process of development for almost three years since the commitment to review the current system for the assessment and recording of children and young people with special educational needs was first given in May 2000. The Bill is a very important piece of legislation because it represents the first look at the whole area of special educational needs since the 1980s and marks the change in culture and attitudes that have taken place in that time.
While the introduction of the concept of 'special educational needs' was a positive move away from the unhelpful labelling of those previously considered to be ineducable, opinions and perceptions, policies and practice have all moved on in ways which the current system fails to account for. We clearly have to move to a more holistic system in education that identifies the educational needs of all Scotland's children whenever they occur. And that system must support those needs and promote a culture that welcomes diversity rather than fears it while ensuring always that we continue to meet the requirements of those with the most complex support needs. We need legislation that is in line with current policies on the development of inclusive education within an inclusive society.
We have responded to the groundswell on the need for change. The Bill represents an opportunity to make a difference and it is important that we get it right. That is why we have consulted widely on what to change and how to change it. That is why we have listened very carefully to the views of a broad range of people, including children and young people, from across Scotland. I am grateful to everyone who took time to share their opinions and to participate in the many consultation events and meetings that were organised. The draft Bill has been changed in significant ways to respond to the issues raised.
This document summarises the responses to the consultation on the draft Bill published in January 2003, and indicates some key changes to the Bill as a result. The paper also gives further insights into the contents of a Co-ordinated Support Plan.
As the Bill progresses through Parliament it will be subject to very close scrutiny. I expect to work with the Education Committee and all other interested parties in taking forward the Bill, and I will continue to listen to ideas for improving it further as it makes its way through Parliament.
Peter Peacock
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