Holistically bridging the gap between education and healthcare: A case study model of assessment

Background: In today’s SEND system, children spend an incomprehensible amount of time on waiting lists to see specialists, and teachers and parents spend an inaudible amount of time trying to target support when a child’s needs are not identified and clear.

Method: This case study looks at the current pathway to support for children with neurodiversities in UK mainstream schools, considering in detail the role of the professionals around the child, in particular the SENCo. Within the case study three children are discussed where an additional layer of assessment is included in the referral system, using Frith’s Causal Modelling. This resulted in a more accurate and timely diagnosis of neurodiversities be it singular / or co-occurring, in each case. The additional assessment level being undertaken by a developmental psychologist (DP) who acted as a catalyst to the assessment process and an advisor to target intervention.

Results: Following a holistic assessment by the DP, one child was diagnosed with Autism on the NHS within three months of the assessment, one child was diagnosed with ADHD on the NHS within six months of the assessment, and one child had a dual diagnosis of dyslexia and dyspraxia. Moreover, importantly only one child’s outcomes matched the SENCos’ initial diagnostic hypothesis.

Conclusion: Two possible, and likely controversial, assessment models are proposed, that take the guess work out of the referral process for the SENCo, saving time and money across all sectors, whilst considering a child’s needs holistically and wholly.