ABSTRACT
Children's special educational needs should be identified at the earliest opportunity in order that help can be provided to meet those needs. The results of a recent survey by the Division of Educational and Child Psychology reveals that 85 per cent of Local Education Authorities (LEAs) now have formal identification procedures in the infant school. The identification of behavioural and emotional problems is more difficult. Some children who cause concern in the secondary school have a long history of such difficulties often relating to family circumstances, but others' problems arise at later stages of their development as they react to the stress of different life events. Any system of identification must, it is argued, make the best possible use of teachers and parents. In addition there is a need to involve others, including education welfare officers, clinical medical officers, and educational psychologists at appropriate stages.
