The Constructs used by Statement Panel Decision‐Makers

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Abstract
This article represents part of a larger‐scale project examining the relationship between the professional reports submitted to statutory assessment procedures and the outcomes of statementing panel meetings in terms of the levels and type of special needs provision offered. The research has prompted investigation of the activity of the meetings themselves with regard to the constructs used by the participants. The methodology is based on Kelly's Personal Construct Theory. The results indicate that a range of constructs are utilised but overall these appear to support within‐child explanations of difficulties. They also offer some explanation for the high significance apparently derived from information on writing skills, as established in the larger‐scale project. General issues are discussed, including the possibilities of attributional bias and the implications of the process for the educational psychologist's changing role.

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