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Methods Used by Educational Psychologists to Assess Children with Learning Difficulties

University of Manchester, UK

Tony Dunning

Leeds, UK

John Foleyc

Bolton, UK

Although the role of educational psychologists in the United Kingdom has expanded considerably in recent years, the assessment of children with learning difficulties remains a key function. Professional training courses therefore have a responsibility to ensure that their trainees are given a thorough preparation in the theory and practice of psychological assessment. Moreover educational psychologists in the field need to keep up to date with developments reported in the literature and modify their practice accordingly. Over the past 20 years the literature has been replete with accounts of new approaches to assessing childrern with learning difficulties most of which are derived from theories of child development, cognitive or behavioural psychology. These approaches place differing emphases on the relevance of IQ Testing, Cognitive Profiles, Curriculum Based Assessment, Metacognitive Strategies and the Assessment of Contexts. Some of the literature which reflects different views on each of these approaches is now considered.

School Psychology International, Vol. 10, No. 1, 47-55 (1989)
DOI: 10.1177/0143034389101005


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