PUPILS who need extra help in the classroom are missing out because of cuts, with teachers unable to meet their needs and in some cases facing violence and disruption, the teaching union has warned.

The Educational Institute of Scotland (EIS) has said the policy of 'mainstreaming' pupils with disabilities and learning disabilities - presuming they will attend mainstream classes wherever possible - is under threat from continuing council cuts to Additional Supports Needs (ASN) in schools.

Describing the current approach as "mainstreaming on the cheap", the EIS warned that the interests of young people are not being met, while the work of ASN teachers was becoming difficult and stressful. The union said aggression faced by school staff from some pupils included being bitten, spat on, scratched and grabbed.

The EIS says it fully supports the principle of educating pupils with ASN in regular schools in mainstream classes where that is in the best interests of the individual child.

However the union says mainstreaming is not a cheap option and needs significant investment in specialist ASN staff to ensure pupils get the right support.

Instead, there is an increasing expectation that such work can be done by any teacher, rather than specialists, who are regularly being reassigned to cover supply shifts, according to EIS General Secretary Larry Flanagan.

He said: “Members working with pupils with Additional Support Needs have reported that the current climate is extremely challenging. Cuts to ASN teacher numbers have meant these teachers having very high workloads and feeling unable to meet pupils’ needs as they would wish to.

"There is also an under-valuing of ASN teachers’ skills and experience, and the EIS has heard reports that ASN staff are often being used as supply cover - especially as the national difficulty in securing supply teachers has worsened.”

Mr Flanagan added, “Many ASN teachers report feeling under-valued or not fully supported by senior management, for example when violent incidents have occurred being told that ‘it’s part of the job’ and not fully supported to report and deal with pupils’ aggressive and disruptive behaviour. We are starting to see ASN roles de-professionalised and assumptions made that this is work that any teacher can do.”

The EIS has an active network of ASN teachers, Mr Flanagan said, to enable specialist teachers to share experiences around the country and defend ASN work. A pattern of cuts is becoming apparent, he said, as concerns flood in from members around the country about provision being reduced.

Mr Flanagan added, “ASN teachers are reporting a lack of equipment and resources, which makes their day-to-day work more difficult. Some schools no longer have any one-to-one support for pupils with ASN, or have no specialist services. ASN teachers are stressed and struggling due to the cuts and the inclusive educational environment we all support is being stretched to the limit. Those who are making these cuts should be aware of the damage they are causing."

The Scottish Government is currently consulting on the future of Scotland's mainstreaming policy, which has widespread support in principle, but has been the focus of increasing concern from families and education staff.

A number of resolutions at autumn's EIS AGM related to disruptive and aggressive behaviour, indiscipline problems, the consequences of the presumption of mainstreaming, family learning, closing the attainment gap, teacher shortages, and the reduction in educational psychological services.

The EIS is also calling for ASN pupils to be considered as the Government prioritises tackling the attainment gap in schools. A spokesman said it was important that the raising attainment agenda takes into account of the types of wider achievement that often are most important to young people with additional needs.

COSLA’s Education, Children, People Spokesperson Councillor Stephanie Primrose said: “COSLA believes that the principles of GIRFEC must be the basis of any decision of whether or not to place a pupil with Additional Support Needs in a mainstream school. ‘Mainstreaming’ does support wider integration for people who live in our communities, but each decision must be based on the needs of the individual pupil.

“Unfortunately, there are less ASN officers than ever before, due to a significant reduction in council budgets from the Scottish Government, as well as the need to focus on classroom teacher numbers rather than the whole workforce.”