- the use of multi-sensory teaching strategies: directed to developing the basic skills
of reading, spelling, or number

iii. the school, consulting external specialists, including educational psychologists, has monitored the child's progress as a result of the action taken and has clearly demonstrated through, for example, appropriately applied reading and spelling tests and teacher assessment, that the child has not made significant progress and/or that the child's level of attainment is falling further behind that of the majority of children

iv. the school has taken into account, investigated and recorded parental concern, and has sought to enroll the support of parents by involving them in creating, delivering and evaluating detailed plans to help their child in and out of school

v. 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 including spell-checkers and other 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

vi. the school has closely monitored the child's emotional and behavioral responses to his or her learning difficulties and, if necessary, has provided help to reduce anxiety and enhance self-esteem

vii. 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.

3:63 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.


Emotional and behavioral difficulties (EBD)

3:64. Pupils with emotional and/or behavioral difficulties have learning difficulties as defined at paragraph 2:1 above.  They may fail to meet expectations in school and in some but by no means all cases may also disrupt the education of others.

3:65 Emotional and behavioral difficulties may result, for example, from abuse or neglect; physical or mental illness; sensory or physical impairment; or psychological trauma.  In some cases, emotional and behavioral difficulties may arise from or be exacerbated by circumstances within the school environment.  They may also be associated with other