ii. the school has closely monitored the child's emotional and behavioural condition and, if necessary, has provided pastoral help to reduce anxiety and enhance self-esteem

iii. the school has, consulting the LEA's support services and, where appropriate, regional organisations expert in information technology for communication difficulties (see Glossary), explored the possible benefits of, and where practicable secured access for the child to, appropriate information technology, for example word processing facilities, painting programs and software which encourages communication and self-expression, 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.

3:88. Where the balance of the evidence presented to and assessed by the LEA suggests that the child's learning difficulties and/or disabilities:

- are significant and/or complex

- have not been met by 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.


Medical conditions

3:89. Some medical conditions may, if appropriate action is not taken, have a significant impact on the child's academic attainment and/or may give rise to emotional and behavioural difficulties.  Some of the commonest medical conditions are likely to be congenital heart disease, epilepsy, asthma, cystic fibrosis, haemophilia, sickle cell anaemia, diabetes, renal failure, eczema, rheumatoid disorders, and leukaemia and childhood cancers.

3:90. These conditions may in themselves significantly impair the child's ability to participate fully in the curriculum and the wider range of activities in the school.  Some medical conditions will affect the child's progress and performance intermittently, others on a continuous basis throughout the child's school career.  Drug therapies, such as those required for the treatment of leukaemia and childhood cancers, may compound the problems of the condition and have implications for the child's education.  The medication required for the control of epilepsy may similarly impair concentration and cause difficulties in the classroom.  In some instances, children and young people with potentially life-threatening conditions such as cystic fibrosis or heart disease may have periods of hospitalisation and emotional and behavioural difficulties related to their conditions and the associated restrictions on everyday living and the nature of the treatment required.

3:91. Consultation and open discussion between the child's parents, the school, the school doctor or the child's general practitioner,  the community paediatrician and any specialist