Beneficios Sociales Sistema de Transporte

Getting It Right For Every Child (GIRFEC) was created based on, and resulting from, various policies and strategies for all children and young people including those with Additional Support Needs (The Scottish Government, 2012d). The various policies and strategies that underpin GIRFEC’s approach include the UN Convention on the Rights of the Child (UNCRC), the Children’s Charter as well as the Curriculum for Excellence. As its name suggests, GIRFEC places the child and the young person and their family at the centre and provides full support and assistance to each and every one of them as

they grow up to meet their needs. The full support is based on the goal of enabling all children and young people to be the following: a successful learner, a confident individual, a responsible citizen and an effective contributor (The Scottish Government, 2012b). From these four capacities, eight areas of well-being are set out, where children and young people need to achieve in order to progress well in the present and in the future. The eight areas of well-being are acronymed as SHANARRI, namely, Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included (see Figure 2.3 below).

Figure 2.3 The 8 Well-being Indicators; adapted from The Scottish Government (2013c, p. 6)

As mentioned earlier, this approach applies to all children and young people, including those with Additional Support Needs. This clearly shows the seriousness of the Scottish Government in its agenda of supporting and fulfilling the needs of the future generation.

With respect to the young people with learning disabilities in the current study, the presence of GIRFEC is seen as an additional source to the support and assistance to them over the years. It has extended the range of support for the young people to achieve the best possible opportunities in their lives. In fact, the transition process will be managed more effectively by incorporating the 8 well-being indicators of GIRFEC (The Scottish Government, 2012c). The 8 well-being indicators, as shown in Figure 2.3, demonstrate a perfect match for identifying how the young people can be supported and helped. For instance, the Angus Council has developed a Wellbeing Web (see Figure 2.4), derived from the 8 well-being indicators as a tool to identify any issues or problems that the children or young people might face so that appropriate measures can be taken in advance to support their journey throughout.

The positive results shown by this tool, which was piloted in late 2011 and subsequently launched in mid-2012, have attracted most of the other Scottish local authorities to replicate similar measures in their respective local authorities (Ready for Business). It should be noted that none of these can be achieved without the involvement of all the stakeholders in the lives of the children and young people. I argue that if similar measures were taken by all the councils and local authorities in Scotland, many more children and young people, particularly those with Additional Support Needs could be helped to achieve a better future.

Figure 2.4 Well-being Web, adapted from the Angus Council (p. 1)

Another model which was derived from GIRFEC’s approach is known as ‘My World Triangle’ model5

(see Figure 2.5). This model is particularly helpful to collate more information about the strengths and pressures in the child or young person’s world (The Scottish Government, 2012b). The information gathered may come from other agencies including the health services, as GIRFEC is not only restricted to the school or education setting, rather, it includes all children and young people’s services across Scotland. I believe that the information gathered is extremely useful and helpful for identifying the positive features of the young people (rather than their negative features), in supporting them towards what they want to achieve or become in their

5

The My World Triangle is one of the models of GIRFEC’s National Practice Model, a dynamic and evolving process of assessment, analysis, action and review, and a way to identify outcomes and solutions for children and young people. See The Scottish Government (2012b) for more information.

future lives. For instance, one of the aspects under ‘How I grow and develop’ is ‘Learning and Achieving’. Under this aspect, the practitioner (or more specifically, the teacher) who is involved in the transition of the young people can identify their strengths by focusing on their cognitive development, achievements, skills and interests and consequently develop their self-confidence based on these elements. This would potentially help them to achieve their future aspirations, including finding job opportunities that could lead to more meaningful and independent living in their future.

Figure 2.5 The My World Triangle, adapted from The Scottish Government (2012b, p. 16)

In addition, GIRFEC also includes the role of a Named Person6 or a Lead Professional7

through this model by facilitating the help and support for the child and young person

6 _{A person who acts as the first point of contact for the child and his/her family in helping the child’s} development and well-being.

concerned. It should be noted that the role of a Named Person is also emphasised in the Warnock Report, which implies how important the role is in the young people’s lives, particularly those with learning disabilities. In short, the My World Triangle model provides a systematic way for the practitioners to help the young people by considering their growth and development, identifying their needs and consequently thinking about the impact on the young people’s wider world of family, friends and community (The Scottish Government, 2012b).