[senco-forum] dyslexia

In a message dated 05/03/2008 20:07:52 GMT Standard Time,  ba at biffc.vispa.com 
writes:

But it  started with the 
EP making an assessment of the individual child's  difficulties and needs, 
and this always involved (her) spending some time  in the child's company. 
The more completely I could describe the child's  difficulties initially, the 
more refined and focused the EP's assessment  could be (and it might only be 
an observation of and a chat with the  child).

Biff

I'm sure you have started a lively debate here. From my own  perspective, if 
I ever lose sight of the richness that individual assessment can  offer then I 
am in the wrong job. From that finely tuned work springs all types  of 
possibilities. Some of my best systemic contributions - working at a whole  school 
level- have been spawned by the initial focus on the individual and  
discussions of that individual with key staff.

And that key staff/Ep working relationship is crucial, hence my question a  
few days ago about Schools work with their EP

Martin