SummaryThis paper describes the model underlying the special educational needs policy of one local education authority (Northamptonshire LEA 1994a). The ways in which identification and assessment, record keeping, funding and support services fit within the model are explored. Acceptance of the model, and the educational psychologist's (EP) role in this, is discussed, and future developments described. The impetus for developing the model came from the need to design a funding scheme for special educational needs which would support the local education authority's policy of educating children in mainstream schools wherever possible. The opportunity for the authors to do much of the work in developing and disseminating the model was created by a two year GEST funded post for the equivalent of one full time EP.