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PROVISION OF ADDITIONAL SUPPORT FOR LEARNING ROLE OF LEARNING SUPPORT TEACHERS

The days of the remedial teacher taking away groups of "poor children" to teach them to read and spell, remote from the classroom and class programmes, belong to the past. Nevertheless, much of the learning support teacher's (LST) time is still spent helping to provide additional support for those who find reading and spelling difficult. There are many ways this can be done, but the only effective strategies involve partnership. This is illustrated by examples of good practice from around the country. The role of the LST, however, is now much wider and the examples give an insight into the breadth of role and the required skills and experience of the LST.

Additional support for reading and spelling are important roles for the LST in partnership with pupils and parents, class teachers and classroom auxiliaries and assistants. Four examples; from Windyknowes PS in West Lothian, Glendinning PS in Scottish Borders, St Patrick's in East Ayrshire and Wallacestone PS in Falkirk, give a flavour of this. Much of this work is subsumed in Early Intervention projects where Support for Learning (SfL) staff may play key roles. Such work is represented by projects in Longniddry PS in East Lothian, Noble PS in North Lanarkshire and Edenside PS in Scottish Borders. Two further examples of continuing Early Intervention work come from Deshar PS in Highland and Edenside PS. Edenside and Kirkcaldy West PS give examples of the wider and equally, if not more important, role of the LST in developing co-operative learning, promoting confident learning styles and establishing methods of philosophic enquiry.

Over recent years, the role of LST in secondary schools within subject departments has changed too. Some work in history, science and social and vocational studies is illustrated from Lochgelly High and St Columba's High in Fife, Perth Grammar School and Bathgate Academy.

Target setting, individualised programming, individual personal support and provision of resources are part, too, of LS work. Examples are provided from; Sikeside PS in North Lanarkshire, Duncan Forbes PS in Highland, St Monan's PS in Fife and Edenside in the Borders.

These examples show some of the diversity of SfL work. They, too, provide an insight into different working conditions around the country. They have, in many ways, been self selected, because those taking part want to share what they are doing and are examples of good practice in the stage of evolution of these schools, their attitudes and in those conditions. They will hopefully inspire those working in equally diverse conditions to develop their own practice.