The child's special educational provision

3:58.   In the light of evidence about the child's learning difficulty, LEAs should consider the action taken by the school and, in particular, should ask whether:

i.   the school has, consulting outside specialists, formulated, monitored and regularly evaluated individual education plans, including structured literacy and/or numeracy support programmes, with clear targets; and the child's progress within such programmes, measured by criterion referenced or standardised tests, is significantly and consistently less than that which may be expected for the majority of children following such programmes

ii.   the school has sought the views of and involved the child's parents at each stage

iii.   the school has explored the possible benefits of, and where practicable secured access for the child to, appropriate information technology, for example word processing facilities, overlay keyboards and software, providing training in the use of that technology for the child, his or her parents and staff, so that the child is able to use that technology across the curriculum in school, and wherever appropriate, at home

iv.   the school has implemented its policy on pastoral care and guidance and sought external advice to meet any social, emotional or behavioural difficulties

v.   the school has, with the parents' consent, notified and sought the assistance of the school doctor and/or the child's general practitioner, as appropriate.

3:59   Where the balance of evidence presented to and assessed by the LEA suggests that the child's learning difficulties:

-   are significant and/or complex

-   have not responded to relevant and purposeful measures taken by the school and external specialists, and

-   may call for special educational provision which cannot reasonably be provided within the resources normally available to mainstream schools in the area

the LEA should consider very carefully the case for a statutory assessment of the child's special educational needs.


Specific learning difficulties (for example Dyslexia)

3:60.   Some children may have significant difficulties in reading, writing, spelling or manipulating number, which are not typical of their general level of performance.  They may gain some skills in some subjects quickly and demonstrate a high level of ability orally, yet may encounter sustained difficulty in gaining literacy or numeracy skills.  Such children can become severely frustrated and may also have emotional and/or behavioural difficulties.