As AI tools become increasingly accessible and sophisticated, there is a growing need to understand how they are being integrated into EHCNA practice and what this means for the profession.
Project Focus
The focus of this research is to explore EPs’ frequency and nature of AI use within the EHCNA process, while also examining their perceptions of the benefits and risks associated with these technologies.
By capturing practitioners’ experiences and perspectives, this study aims to contribute to the evidence base needed to inform future guidance and decision-making regarding the responsible adoption of AI within the EHCNA process.
How you can participate
If you are an HCPC-registered Educational Psychologist with experience of writing statutory psychological advices for EHCNAs in England (including permanently employed, temporary, locum, or independently commissioned practitioners), you are invited to participate in this study by completing this anonymous survey, which should take approximately 15 minutes to complete.
Researchers
Josephine Dowler
Trainee Educational Psychologist at the University of Nottingham
Supervisor: Sarah Godwin
Academic and Professional Tutor on the Doctorate in Applied Educational Psychology at the University of Nottingham
Research questions
- How are Educational Psychologists working for, or on behalf of, Local Authorities in England using Artificial Intelligence throughout the EHC needs assessment process?
- What do Educational Psychologists believe are the benefits, limitations and risks of integrating Artificial Intelligence into the EHCNA process?
