Where to, Educational Psychology? Roles, Responsibilities in the World of the 1993 Education Act

In this article, three operational models for the 1981 Education Act are considered. The current model is one in which educational psychologists have played a significant 'gate-keeper' role. The advantages and disadvantages of this are highlighted. The Audit Commission model proposes a clear distinction between purchasers and providers, which itself depends upon the formulation of clear criteria of special education needs. Neither of these models address the fundamental difficulty that specific criteria are impossible given the relative concept of special educational needs proposed by the Warnock Committee and embodied within the 1981 Education Act. An alternative model is proposed which relates the concept to another relative notion, 'significant harm' in the Children Act (1989). The necessity of a 'judgement' rather than the application of a formula or specific criteria has profound implications for educational psychology practice and service delivery.