ABSTRACT
This chapter outlines some practical advocacy and self-advocacy projects undertaken, including a pupil-involvement project initiated within an educational psychology service, resulting in a student self-report as part of the assessment process. It analyses a number of different professionals who play a key role in the process of identifying and assessing special educational needs about their current practice in listening to and involving children in their assessments, and acting as advocates. The chapter argues that it might be helpful to consider the degree of pupil involvement at any one time, or for any particular purpose, as lying along a hypothetical continuum from 'minimal involvement' to a 'high degree of involvement'. It also argues that people should be working towards encouraging child self-advocacy, providing tools, communication channels, power and training to children. The chapter concludes with a discussion of some professional problems and constraints to advocacy and self-advocacy.
