3:104. If schools follow the guidance set out in Part 2, they will be able to react quickly and effectively to an LEA's request for advice and will have to hand much of the necessary advice which the LEA will seek.  A summary of the records of the school's work with a child at each stage should be appended to the educational advice.
3:105.  In the light of the evidence received from the school, the LEA should consider whether they should seek separate advice from a teacher or professional from a learning support service involved with the child over the past year.  This should usually be the specialist working with the child and the school at the stage before referral for statutory assessment.  If it appears to the LEA that the child is visually and/or hearing impaired, the LEA must obtain educational advice from a teacher qualified to teach classes of visually and/or hearing impaired children.

Medical advice
3:106. In all cases the LEA must seek advice on all aspects of a child's health and development from the health service.  In practice, the LEA will normally approach the designated medical officer for special educational needs (see paragraph 2:42).  This doctor should coordinate the advice from all the health professionals concerned.  Medical advice may include advice from the child's general practitioner and the school doctor and from therapists, school nurses, health visitors, other community nurses, child and adolescent mental health workers, and all other medical specialists who might be involved, for example orthopaedic surgeons, and paediatric neurologists.  Parents may also submit reports made by private professionals if they wish.  The LEA must consider these reports in parallel with the professional advice provided by the designated medical officer.
3:107. The contribution of the health services to assessment is crucial.  Medical advice may include information on:
i.  a medical condition which is likely to affect future learning ability
ii.  medical treatment which is likely to affect the child's future learning ability
iii.  general health or developmental problems which may relate to social conditions (for example social and family disadvantage)
iv.  mental health problems which may cause emotional and behavioural difficulties
v.  shorter term but acute medical problems (for example, treatment for childhood cancer or recovery from serious trauma) which may necessitate special arrangements being made for a child, but with the understanding that the child's special needs are likely to be temporary and that the child will resume full participation in school within a reasonable period of time.