Memorandum submitted by the Association
of Educational Psychologists (AEP)
I ask you to note that the Association of Educational
Psychologists (AEP) represents at least 95% of educational psychologists
in England and Wales and is both a trade union and a professional
association of educational psychologists. The AEP represents only
educational psychologists and comprises solely of them. The AEP,
therefore, speaks unequivocally for educational psychologists
in England and Wales.
As I mentioned above, the role of the educational
psychologist is unique in the roles of all professionals working
for and with children. The role has always encompassed work that
transcends the traditional boundaries between education, health
and social services, working in combination with professionals
from all those domains, but uniquely with a holistic vlew of the
child that is centred on the child and the child's abilities as
well as needs.
Local Authorities are obliged to seek advice
from educational psychologists, along with paediatricians and
Headteachers about children whom they are considering assessing
for a statement of special educational needs. Within most Local
Authorities, the vlew of the educational psychologist is the one
most readily sought to help others understand the child within
the context of her placement The educational psychologist will
have an `independent vlew of the chiid and is likely to have knowledge
over time. Again uniquely the educational psychologist is able
to put her knowledge of the child's needs in the context of personal
experience and a variety of types of placement a perspective that
is not normally available to other professionals.
Perhaps I might quote from a bulleted section
of a recent report the Association has produced for the DfES Review
of the contilbution and function of educational psychologists.
Where in relation to the outcome of Enjoying and Achieving we
outline some of our contributions.
"Almost all educational psychologists are
involved in generic school work to ensure that:
— The context and curriculum is relevant
and accessible to the Child
— There are no inherent learning, social,
emotional or behavioural difficulties that remain unidentified
and thus unmet
— That progress is regularly monitored
— That staff are aware of the most
appropriate techniques to support particular children
— That the child is able to comment
on his/her experiences of school and learning and contribute to
future planning.
— That particularly vulnerable children
eg Looked-After Children, Refugee children, children in situations
of domestic violence, traveller children have their needs identified
and met sympathetically.
— That equalities issues are addressed
and needs met and that in so doing diversity is celebrated
— That the partnerships are effective
— That behaviour support is focussed
and effective to promote the smooth running of schools, the support
of teachers and the achievement of all young people.
— That inclusion is promoted and the
rights of the child under the disability legislation are protected."
Hopefully, this brief note and synopsis conveys
to you the role educational psychologists have in education and
particularly with Children with Special Educational Needs. Given
the breadth and unique nature of our role, we hope that, like
us, you will feel we have a contribution to make that your Committee
would wish to hear.
February 2006
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