ABSTRACT
This chapter focuses on a number of issues that have a direct impact on the current working practices of school and educational psychologists in relation to the professional, professional working practices, special needs and specific difficulties, such as dyslexia. The British psychological society (BPS) working party report on dyslexia has been helpful in providing some framework for dyslexia and in making suggestions on assessment and intervention. Performance oriented/evidence-based approaches can be complementary to the traditional psychometric focused approaches. Kaufman, Lichtenberger and Naglieri argues that the Wechsler intelligence scale for children (WISC) can be seen as an achievement test in that it measures past achievements and is predictive of school success in the traditional subject areas. The differential ability scale (DAS) is also viewed as a good alternative to the WISC. Furthermore, the general conceptual ability index (GCA) of the DAS is seen to be useful in the identification of processing deficits in learning disabled children.
