Consultation on the Education (Additional Support for Learning) (Scotland) Act 2004 Draft Code of Practice: Reference: Additional Support Needs

Consultation on the Education (Additional Support for Learning) (Scotland) Act 2004 Draft Code of Practice: Reference: Additional Support Needs - 02

This section provides features of good practice in communicating with children and young people.

Communication with children and young people

Section 4 of the Code sets out the importance of good communication with children and young people in enabling them to influence decisions made about their learning. This applies equally to education generally, and at specific points related to Co-ordinated Support Plans. There are many reasons why a child or young person may have difficulty in expressing their views. Below are some suggestions which may be helpful.

A child or young person may benefit from:

being given enough time to prepare and to go over the ideas and material to be discussed
being given information in a form they can understand
a teacher or other helper to help understand the meaning of key terms and concepts
a supportive communication facilitator to tease out the full meaning of all of the issues
specialised or new vocabulary (perhaps in sign or symbol form) in order to discuss a particular topic
support to go over ideas, perhaps on several occasions
help to understand outcomes and agreements

Issues related to language:

if spoken English is not the child's or young person's first language, consider using an interpreter
consider using a facilitator for those with language or speech difficulties
use appropriate alternative or augmentative communication systems such as visual aids and/or sign language for Deaf and/or communication impaired children or young people
take account of any cultural preferences
take time to explain what decision has to be made, why it's important and how the child or young person can influence it

How other agencies can help children or young people to express their views

Representatives of other appropriate agencies may be able to provide guidance and support to the child or young person to express their view. They may also be able to provide guidance and support to other people involved in meetings on the best methods of communication.
For example a speech and language therapist may offer guidance on the appropriate level of language or communication method to use to ensure the child or young person understands and how best to facilitate and support their response.
Noting views
When noting views, particularly where the child or young person has communication support needs, it is helpful to consider two factors. First, what the child or young person actually expressed, whether through speech, in writing, tape, sign or other form of communication such as facial expression or body posture. Second, what interpretation was made of the child's or young person's view and by whom. Both should be noted.