In Amsterdam, some English-language assessment does exist, concentrated in a handful of private expat practices, but it is scarce against demand, costly, and waitlisted. The default route runs through the GGZ: gated behind the huisarts, delivered in Dutch, normed against a Dutch-speaking population, and built...
For an international school SENCO in Kuwait City, the difficulty is rarely finding an assessment, it is getting one that survives an exam board's scrutiny. Provision runs across clinical psychologists, paediatricians and therapy centres, much of it framed for a treatment pathway rather than for...
For an international school SENCO on Phuket, the nearest English-language psychoeducational assessment is usually a flight away in Bangkok, which leaves them either holding up a student's exam access while they wait or telling a family to arrange it themselves. The local alternative does not...
Plenty of psychoeducational provision exists in Paris, but a SENCO referring into it gets a report in French, normed against a French-speaking population and structured for the French system, which then has to be translated and rebuilt before Cambridge, the IB or the College Board...
In Ho Chi Minh City, a local assessment is delivered in Vietnamese, normed against a Vietnamese-speaking population, and built for the Vietnamese system rather than an examination board, so the report lands with a SENCO in the wrong language, the wrong norms and the wrong...
An international school SENCO in Munich runs exam and classroom access for students who mostly carry German or another home language alongside English. The local route works against them: a psychoeducational report in German, normed against a German-speaking population and built for the German system,...
In Brussels, a local assessment is delivered in French or Dutch, normed against a French or Dutch-speaking population, and structured for the Belgian system rather than an examination board. For a student taught and examined in English, that is the wrong language and the wrong...
In Haiphong, English-language educational psychology is effectively unavailable outside the international schools themselves, the local market thinner than anywhere else in Vietnam. A local assessment runs in Vietnamese, normed against a Vietnamese-speaking population, and cannot make the call that matters most: separating a genuine learning...
Kuala Lumpur has more English-language provision than most of the region, which shifts the problem an international school SENCO faces from finding an assessment to trusting it. A psychoeducational report here might come in English or in Malay, from a practitioner working to any of...
In Hangzhou, a local assessment is delivered in Mandarin, normed against a Mandarin-speaking population, and built for the Chinese state curriculum rather than an examination board, so the report lands with a SENCO in the wrong language, the wrong norms and the wrong format to...