Assessment of Special Educational Needs in Bilingual Pupils

Abstract

Over the last decade much has been written about the changing practices of educational psychologists in the assessment of children with special educational needs, but there have been few empirical studies. The methodology used in looking at the working methods of educational psychologists has largely depended on questionnaire or interview studies rather than direct observation or an analysis of written reports. Since 1983 educational psychologists in England and Wales have had statutory duties under the 1981 Education Act to provide written advice on pupils undergoing formal assessment or reassessment. Although these reports offer a new source of information about working practices, there is little reference to them in the literature. The work reported here looked at 58 reports produced by educational psychologists on bilingual pupils who were in the formal assessment procedures of the 1981 Education Act. Standardized tests were commonly used and there was little reference made to cultural bias of these instruments or to the additional difficulties caused by assessment through the medium of a second language. Interpreters were not always used, and salient information on cultural and linguistic experiences was rarely included in the reports. The process of attempting to change working practice is discussed. It is concluded that the methodology used here, an analysis of written reports, more accurately reflects actual working practices than questionnaire or interview techniques.