Educational psychology as part of the EHCP assessment, hints and tips.

As a parent of a neurodivergent person, I can recall how overwhelming navigating the SEND world is; the very first time I had been through an assessment of my son's needs I was completely overwhelmed and confused about what to expect and what I should ask for, hence why I support many families so I can help them find their voice in the process. It is always important to remember that no question is silly and that you are not expected to know what to expect or to understand the language. As a parents, we want to make sure our child gets all the support they require to be happy, heard and understood. We, as parents, soon become our child's best advocate, and in time, we soon become professionals.

The information here is guidance and a recommendation that is for you to decide whether or not it is in your child's or young person's best interest and to apply it accordingly.

Educational psychologists (EPs) gather information within the school/education context to work alongside other professionals to improve outcomes for children and young people. Their primary task is to help clarify and define the needs of the child/young person. One of the main problems coming up more and more is the EP wishing to work online to see the child or young person. I find this to be a massive disadvantage and would always advise asking for an in-school assessment unless the child or young person is not attending for mental health or safeguarding reasons. I would advise that if this is the only way that it is noted when the child or young person is reintegrated back into education that the EP does a follow-up visit. If this reasonable request is agreed upon, request that this is mentioned on the EHCP.

EPs have a statutory role in providing advice and information to local authorities (LAs) for children and young people with special educational needs and/or disabilities (SEND), and those who are undergoing a statutory needs assessment (Reg 6 (1) (d) SEND Regulations 2014). Whilst there is no statutory guidance on how their evidence should be presented, an EP, as a matter of good practice, should be aware of the four key components of an EHCP:

• Communication and interaction

• Cognition and learning

• Social, emotional and mental health

• Sensory and physical

Any assessment and report should identify key strengths, consider the views of the child or young person, identify SEND needs, recommend the necessary provision to meet those needs, and set out learning outcomes expected as a result of the provision being put in place. Any provision should be set out in specified and quantified terms that can be easily incorporated into any plan in terms accessible to all (as per the SEND Code of Practice).

An EP must act within their knowledge, skills and experience when providing psychological advice or information. Equipment needs can also be addressed. Crucially, the EP can address the type of placement. 

The Assessments,

EPs use a varied toolbox of assessment and intervention strategies to support children and young people. Always ask what assessments will be carried out.

There is a range of assessment tools used by EPs to identify needs, and these are selected based on the child’s specific needs and the tests the EP is trained to use. All psychometric tests should be standardised and evidence-based.  Examples of psychometric tests that an Educational Psychologist could use or may include any combination of the following:

• British Ability Scales cognitive assessment, currently in its 3rd edition (BAS3)

• A range of Wechsler assessment scales, including: WORD for literacy WOLD for language WOND for numeracy WASI (abbreviated cognitive assessment) WISC cognitive assessment, currently in its 4th edition (WISC IV)

• Neuropsychological Assessment (NEPSY II) developmental difficulties

• BRIEF Inventory (for executive functioning assessment)

• Rating scales such as: GARS and CARS for ASD-related work Connor’s rating scales (ADHD work)

• Interview schedules

• Vineland Scales and ABAS Scales addressing adaptive behaviour skills for Learning Difficulties

Recommendations

Recommendations should be directed to overcoming the barriers to learning, and not swayed by the financial constraints of those instructing, be it the LA or the parent. The approach should be holistic and child-centred, and professional views should be delivered in the best interest of the child or young person. Opinions must be truthful, impartial and independent.

Good, clear, and swift EP reporting is essential. Quite often, we are seeing EHCPS without any reference to an EP assessment, or EP reports not meeting the necessary standards, thereby leaving both the LA and the parent with little to inform the content of any plan. Not only is this unlawful, but it may also result in the parents having to seek an independent assessment. I am not going to refer to independent EPs -- I have seen good and bad in both. I will, however, always question the LA if their EP has not completed a full assessment of needs, and I have previously requested the re-assessment within the time frame. However, any EP assessment, either in the EHCNA or out of this, should always be worthy of submission to an appeal if required.

I do hope this article is informative -- it is so important that parents know what to ask for and that their child or young person is fully understood so that their needs are met.

Good luck!