Dynamic Consultation: Towards process and challenge

This paper outlines the attempts of a group of educational psychologists to apply the theoretical principles underpinning dynamic assessment to the process of solution-focused consultation with teachers at the school-based stages of the Special Educational Needs Code of Practice. Process questions b...

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Bibliographic Details
Published in:Educational psychology in practice 2002-03, Vol.18 (1), p.47-62
Main Authors: Hymer, Barry, Michel, Deborah, Todd, Liz
Format: Article
Language:English
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Summary:This paper outlines the attempts of a group of educational psychologists to apply the theoretical principles underpinning dynamic assessment to the process of solution-focused consultation with teachers at the school-based stages of the Special Educational Needs Code of Practice. Process questions based on dynamic assessment are used within a semi-structured consultative framework in order to challenge thinking, to explore meanings, to mediate learning and to plan interventions. It is suggested that the principles of dynamic assessment lend themselves well to the consultation process, providing a model for effective and reflective practice for educational psychologists and teachers, and non-intrusive intervention with pupils.
ISSN:0266-7363
1469-5839
DOI:10.1080/02667360120122813