In Da Nang, English-language educational psychology is effectively unavailable outside the international schools themselves, the local market thinner even than Hanoi or Ho Chi Minh City. A local assessment runs in Vietnamese, normed against a Vietnamese-speaking population and built for the Vietnamese system, not by...
In Florence, a local assessment is the wrong tool for an international-school student, and not because the work is poor. It is delivered in Italian, normed against an Italian-speaking population, and structured for the Italian system rather than an examination board. It also cannot make...
In Istanbul, a local psychoeducational assessment is delivered in Turkish, normed against a Turkish-speaking population, and built for the Turkish system, so the report lands with a SENCO in the wrong language, the wrong norms and the wrong format to submit to Cambridge, the IB...
For an international school SENCO in Lausanne, local provision is strong but built for a different student. A psychoeducational assessment here is conducted in French, normed against a French-speaking population and structured for the Swiss system, so the report reaches the SENCO in the wrong...
An international school SENCO in Marbella carries the exam access and classroom access process for a student body that is anything but uniform, Spanish, Russian, Arabic and Scandinavian home languages sitting alongside English in the same classrooms. The local route makes it harder: a psychoeducational...
Manila has plenty of English-language provision, since English is a language of instruction across the country, so for an international school SENCO the issue is fit and standard rather than language alone. A psychoeducational report here is built for the Philippine system and produced by...
In Bangkok, the local route is split between two things that both fall short for an international-school student. Public assessment runs in Thai, normed against a Thai-speaking population and built for the Thai system. The private English-language provision that does exist sits in a handful...
In Barcelona, a local assessment is the wrong tool for an international-school student, and the reasons are concrete. It is delivered in Spanish or Catalan, normed against a Spanish-speaking population, and structured for the Spanish system rather than an examination board. The diagnosis may be...
In Guangzhou, a local assessment is delivered in Mandarin or Cantonese, normed against a local-language population, and built for the Chinese system rather than an examination board. It cannot make the call that matters most: separating a genuine learning difficulty from the effects of English...
In Geneva, local provision is strong but built for a different student. It is delivered in French, normed against a French-speaking population, and structured for the Swiss system rather than an examination board, and private waits are long and costly. It also cannot make the...