Quality Psychological Advice for Teachers, Parents/Carers and LEA Decision‐makers with Respect to Children and Young People with Special Needs

Abstract

The educational psychologist can be a very important resource to a school. The psychologist’s knowledge of the school and its context is key. Through regular consultation with schools, educational psychology services can provide help in clarifying problems and devising problem solving strategies; in carrying out specialised assessments, including techniques in managing behaviour and evaluating pupil progress. (DfES, 2001, Code of Practice, Section 10.8)

The main aim of this paper is to describe a working protocol which can offer practising educational psychologists a rational framework within which to investigate and understand the complex problems of children and young people in school and to provide appropriate advice to teachers, parents/carers and LEA decision makers on how they can best manage such problems more effectively. In particular, the quality of psychological advice (Appendix D) arising from the statutory action assessment process relating to children and young people with special educational needs will be considered, some improvement suggestions will be highlighted and wider issues surrounding the use of such a protocol will be considered.

Acknowledgements

The authors would like to thank Rick Beaver (Assistant Principal Educational Psychologist, Somerset Educational Psychology Service) for his helpful comments and contributions to earlier drafts of this paper. In addition, the authors would like to thank Trisha McCaffrey (past acting Principal Educational Psychologist, Kent Educational Psychology Service, for permission to include the Appendix D protocol included in this paper).