We want a system which deals effectively and efficiently with the concerns that families have about additional support for learning. We are currently considering what we might do to improve section 70 complaints and are thinking about a range of options on that. We would hope to be able to set out our planned approach at the end of this year.

Health and Wellbeing Team, Scottish Government.

I could go on but unless there is some genuine transparency at an individual and collective level these children are going to continue to be a "problem" to be "contained" or "managed" as they are flushed through the Education system year on year, regardless of their developmental progress until they are spat out to be someone else's "problem" (and therefore cost) to the Health, Social and Criminal Justice systems.

I would be the first to acknowledge that there are areas where practice is good and effective but your chances of getting hold of it are predicated on your family's ability to negotiate or fight your way through a set of obstacles that may not have been designed to frustrate access but appear to be applied with this intention. This means that often those who need it the most are least equipped to obtain it and that's a fundamental injustice – the cost of which is borne by a group who have no choice over being in that position and a society that still operates an "out of sight out of mind" attitude towards them.

I think compulsory and deep teacher training at university in additional support for learning will help; compulsory CPD for practising teachers would also help. Plus a grass roots evaluation in each class by all head teachers/principal teachers of which of their staff are offering excellent support and which are offering none. Parents may have to get tough too – lodge complaints against discrimination that they find.

As the parent of a child with severe dyslexia and dyspraxia in S3, I am fearful of SQA constraints about extra time (20 minutes is not enough) but I am prepared to fight for him to have a level playing field so that he can achieve his potential, as are some of his teachers. My son says: "Teachers who don't want to do support for learning are probably in the wrong jobs".

The report published just a few days ago highlighted school staff's perceptions and worry about the behaviour of youngsters with ASN: we still don's seem to have got to grips with this question and how different approaches to defuse and deal with difficult behaviours (not just the old punitive ones) are needed. Anything else often makes a bad situation worse.

Mike Russell indicated a while ago that he is ready to deal with the shocking Section 60 complaints situation – long overdue and badly failing families – as you say local authorities simply drag their heals and let time go on, so the impact of any decision barely makes any impact. Any news on that one?