The identification of specific reading difficulties: A survey of practice and policy in Scottish local authority psychological services

Abstract

Traditional discrepancy definitions of specific learning difficulties have come under severe criticism over the last 20 years leaving local authorities and their professional advisers in an invidious and uncertain position as to how these should be assessed. The results of a survey of practice in 27 local authority psychological services in Scotland indicates that there would appear to be no coherent policy on assessment of specific learning difficulties across, and seemingly within, Scottish local authorities.