involvement is unlikely to happen spontaneously.  Careful attention, guidance and encouragement will be required to help pupils respond relevantly and fully.  Young people are more likely to respond positively to intervention programmes if they fully understand the rationale for their involvement and if they are given some personal responsibility for their own progress.  Schools should, for example, discuss the purpose of a particular assessment arrangement with the child; invite comments from the child; and consider the use of pupil reports and systematic feedback to the child concerned.  Many children with special educational needs have little self-confidence and low self-esteem.  Involving children in tracking their own progress within a programme designed to meet their particular learning or behavioural difficulty can contribute to an improved self-image and greater self-confidence.

2:37. Schools should consider how they:

? involve pupils in decision-making processes

? determine the pupil's level of participation, taking into account approaches to assessment and intervention which are suitable for his or her age, ability and past experiences

? record pupils' views in identifying their difficulties, setting goals, agreeing a development strategy, monitoring and reviewing progress

? involve pupils in implementing individual education plans.

Cooperation between LEAs, the health services and social services

2:38. Effective action on behalf of children with special educational needs will often depend upon close cooperation between schools, LEAs, the health services and the social services departments of local authorities.  The Children Act 1989 and the Education Act 1993 place duties on these bodies to help each other:

District health authorities, LEAs, grant maintained schools and City Technology Colleges must comply with a request from a social services department for assistance in providing services for children in need, so long as the request is compatible with their duties and does not unduly prejudice the discharge of any of their functions.

(Children Act 1989, section 27)

Social services departments, subject to a qualification similar to that in section 27 above, and district health authorities, subject to the reasonableness of the request in the light of available resources, must comply with a request for help from an LEA in connection with children with special educational needs, unless they consider that the help is not necessary for the exercise of the LEA's functions.

(Education Act 1993, section 166)