The latest issue of LTS’s flagship Connected magazine is now available online.
The Spring edition looks at the roll-out of Glow with Laurie O’Donnell, director of learning and technology spelling out what it means for authorities. Professor Kay Livingston explains the importance of an international education and reveals details of the Confucius Classrooms coming to Scotland. There are also articles looking at personalised learning and providing technology to support pupils with additional support needs, the launch of a new music programme, a debate on healthy eating and all the latest education news from across Scotland.
As ICT is increasingly embedded into the day-to-day experience within schools and the curriculum, Connected has also evolved to showcase education at its best across the integrated learning landscape.
http://www.scotland.gov.uk/News/Releases/2008/03/05135701The Scottish Government announces that First Minister Alex Salmond has visited the New Struan School – a Centre for Autism in Alloa.
Welcoming the work of the Celtic Nations Autism Partnership, which draws together national autism charities of Scotland, Wales, and Northern Ireland, the First Minister said sharing information and skills would improve services across nations. The aim of Celtic Nations Autism Partnership, a partnership of Autism Northern Ireland, Autism Cymru, the Scottish Society for Autism and the Irish Society for Autism, is to establish an alliance of interested parties to work with Government.
The New Struan School, run by the Scottish Society for Autism, is designed to provide a positive, caring environment that promotes the development of pupils. Pupils have access to speech, drama, music and dance therapy services and enjoy the use of a specially designed playroom and heated swimming pool.
Situated on the Bradbury Campus, on the outskirts of Alloa, the New Struan School – a Centre for Autism was opened in September 2005 following a £5 million fundraising initiative. An architect with family experience of autism, who understood the nuances that can affect children with this condition, designed it. As a result the School includes a number of specific features, such as indirect, although natural, lighting, wide corridors, a specific use of colour and purpose-built classrooms.
The Scottish Society for Autism (SSA) is an independent Scottish charity and is now the leading provider of services for persons of all ages living with Autism Spectrum Disorder in Scotland.
http://www.theherald.co.uk/politics/news/display.var.2096788.0.Cash_boost_to_help_train_autism_care_staff.phpThe Herald reports that First Minister Alex Salmond yesterday announced an extra £300,000 for training staff working with autism sufferers.
The money has been awarded to the Scottish Society for Autism (SSA) and will allow the society’s staff to benefit from specific training modules on Autism Spectrum Disorder (ASD). A report found that more than half of adults with the condition do not have enough support to meet their needs.
This is a reprint of an article from 2008. This example of best practice should be happening more often in our schools as there are so many benefits for pupils, schools and parents.
Last year when her daughter was in Primary 5 the EAL teacher helped to arrange for a Polish mum to support our Art Specialist on a weekly basis. This was a great help to both the teacher and the pupils and the mum really enjoyed the experience. She is a qualified teacher and although she speaks very little English was able to communicate with the children through their artwork.
This year the same lady asked if she could help out again. She is now attending college so does not have as much time as previously.
I asked if she could come into my Primary 1 class to read stories in Polish once a fortnight. I have a Polish pupil in my class who often finds it difficult to focus during story time. We purchased bilingual story books and the mum read the Polish version and I was able to echo in English. When she heard the story in Polish, my P1 pupil was really excited and the rest of the class were fascinated. Now that they are a regular event the other children also enjoy these sessions and are beginning to predict what I am going to say based on what has been read and they are able to pick out some Polish words if they are repeated a lot within the story.
The bilingual books also go home with my pupil and she reads them with her parents who can both speak English.
We are working on Personal Account writing at the moment and I asked the pupils to draw a day out they had enjoyed. I asked the P6 Polish pupil to pop down to explain this task to her mum and my pupil. The mum then sat and supported her with her drawing and discussed the details of her picture encouraging her to add more detail when appropriate.
This collaboration has been of mutual benefit to everyone involved.