| Abstrakt: |
SummaryThe aim of this study was to elucidate, within one LEA, school processes influencing selection for special examination arrangements for GCSE on the grounds of Specific Learning Difficulties (SpLD) and emotional and behaviour difficulties (EBD). Using in‐school interviews, the results suggest a wide and complex range of factors operating to compromise reliability and consistency between schools in the way eligibility for special arrangements is ascertained. Implications for EPs beyond the assessment of referred individuals are discussed. |
