ABSTRACT
Identification of special educational needs is the first stage in the process of determining what provision a child might require. Identification might be seen as a precursor to assessment. In this approach, identification is a more general, less precise determination. Rather, it is a process whereby indications are noted, hunches are explored, and hypotheses are formulated. Identification is, therefore, a stage when the focus is on the child as a whole, while the assessment is concerned with more detailed analysis of the components of the child's particular combination of skills, knowledge and difficulties.
