Chamber and committees

Prior to publication of the preferred route in June 1996 four alternatives were considered for the section between Haddington and East Linton, six around East Linton and two from East Linton to Dunbar. The preferred route and the Expressway were the two options considered under the Strategic Roads Review.

The statutory consents for the A1 Haddington to Dunbar Expressway would not allow for the inclusion of slip roads to East Linton in the contract, which is currently being tendered.

The new road will remove 75% of current traffic including the majority of heavy goods vehicles from the residential area at the edge of the village reducing noise and fumes. A study into the effects of the new road on the level of passing trade in East Linton was carried out but concluded the impact was insufficient to threaten the existence of any single business.

High quality signing will be provided at either end of the new road to direct traffic to local destinations including East Linton and Scottish Tourist Board accredited attractions.

The Scottish Executive has not undertaken an environmental impact assessment of the slip roads at East Linton. Should their construction be promoted, this would require the preparation and publication of an Environmental Statement in accordance with the Roads (Scotland) Act 1984 as amended by the Environmental Impact Assessment (Scotland) Regulations 1999. This is mandatory for all new motorways and special roads.

The Homelessness Task Force, which I chair, is considering, amongst other things, the need for improved housing provision, advice and support for the resettlement of people leaving institutions and other vulnerable groups.

The Code of Guidance on Homelessness also identifies people with mental illness as potentially vulnerable, and therefore in priority need. In addition, action through the Rough Sleepers Initiative is targeted on people with complex needs, including those with mental health problems. I also refer the member to the answer given to question S1F-1252 on 20 September 2001, in relation to health, including mental health, and homelessness issues.

None, I considered each objection and my decision is contained in a letter dated 13 June 2001 issued to each objector.

The Scottish Executive has no plans to review the criteria for defining a trunk road or network.

Information about the expenditure on community care services for adults with learning disabilities and on children generally is contained in Tables 7.1 to 7.3 of Scottish Community Care Statistics 2000 published by the Scottish Executive in July 2001. A copy of this document is available in the Parliament's Reference Centre (Bib. number 15335).

Information about expenditure on services specifically for children with learning disabilities is not held centrally.

There is a wide variety of training available for qualified teachers, ranging from university courses such as the Post-graduate diploma in special educational needs (SEN) and the Post-graduate certificate in Specific Learning Difficulties (Dyslexia) to courses/conferences/seminars run by local authorities, colleges and voluntary agencies in language and communication, moving and handling and Individualised Educational Programmes.

Before qualifying, components within the core of courses of initial teacher education (ITE) consist, where appropriate, of inter-related units in special educational needs. Guidelines for initial teacher education in Scotland require teacher education institutions (TEIs) to prepare prospective teachers to be responsive to the needs of all pupils in respect of SEN. In line with the guidelines, teaching pupils with SEN is also an option for specialist study within Bachelor of Education primary courses.

The Report of the First Stage of the Review of ITE made two recommendations on special educational needs, these being;

Students should be provided by their overall ITE programmes with clear models of best practice in collaborative approaches which can benefit children with SEN, and which can support classroom teachers in a better understanding of their own role, and

TEIs should offer visits to schools specifically to enrich the ITE experience of SEN (given the variability of placement experience) subject to appropriate safeguards for the dignity of the children involved.

The consultation on the report recently ended and responses are currently being analysed. An Action Plan to implement the work on this report will follow shortly and a copy of this will be placed in the Parliament's Reference Centre.