Assessment for special education in a child guidance unit

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Abstract
Child psychiatrists are often requested to contribute to the formal special educational assessments of children for which the 1981 Education Act laid down a new procedure. Some of the evident aims were to enable some handicapped children to remain in ordinary school, to stress ‘needs’ rather than categories, to involve parents more closely in the procedures, and to emphasise the importance of the effect of the handicap on the learning process. The first year of this procedure was reviewed by Wardle (1986) who noted a number of advantages and disadvantages, and subsequently the College (1988) recommended that the working of the Act should be reviewed, particularly because of delays and the cumbersomeness of the procedures.

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