Educational psychology services in England and Wales are faced with the problem of adaptation to a changing environment. Some of the key changes are the consequence of legislation, in particular the Education Reform Act 1988, but this act may be no more than one manifestation of a deeper change in attitudes towards professionals and other service providers. There is a growing awareness of the power of the consumer of services coupled with a feeling that hitherto the relationship between the expert and the client has been an unequal one, particularly in public education, health and welfare services, and that the balance needs to be redressed. The introduction of market influences into public service areas, including education, has been an act of party politicians but professionals should not dismiss it on that account. There is also a genuine shift in social attitudes that transcend the politics of left and right which educational psychologists must accommodate if they wish to provide a service which is credible to the public in the future.

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Hackles rise when the term ‘dyslexic’ is used. Conscious of this, Acklaw and Gupta argue that however our views may differ we should, at least, recognise that a very real problem exists. It is possible, they maintain, to identify pupils with specific learning difficulty and to offer suitable help and support. They then tackle the question of how misunderstandings between school and parents might be averted. Their advice is clear and straightforward and should be of help to those who recognise the sensitivities of parents and are anxious to enter into dialogue rather than dispute.