Perspectives of local authority educational psychologist and specialist teacher assessors on the assessment and support of students with dyslexia

Educational psychologists (EPs) and specialist teachers (STs) working within local authorities (LAs) in England and beyond are ideally placed to assess and advise on support for children with dyslexia. As training routes for professionals vary, their views and approaches may differ. Therefore, this study aims to investigate the perspectives of EPs and STs working in LAs on assessment and support for students with dyslexia. A mixed methods approach was utilised. Questionnaire data were used to compare the views of EPs and STs and focus groups provided additional qualitative information. Findings reveal that EPs and STs in LAs typically hold similar views on assessing and supporting students with dyslexia although there are some differences. The differences relate typically to conceptualisation, with STs more likely to use the label of “dyslexia” and EPs less likely. This may be because EPs typically consider dyslexia a “within child” difficulty. Both groups spoke about the need for greater equity in relation to support. Implications for practice and research are considered.