Abstract
Summary This article details the involvement of Lincolnshire County Psychology Service (LCPS) in bringing about change both at the county level, (local education authority and health service) and the LCPS level in the procedures for the identification and assessment of pre‐school children with special educational needs. A pre‐school model is described which is in keeping both with the consultation approach espoused by LCPS and the guidelines for the under‐fives set out in the Code of Practice on the Identification and Assessment of Special Educational Needs (DfE, 1994). The effectiveness of such county‐wide developments is outlined with reference to knowledge, process and outcome data.
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