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Developing inclusive practices among educational psychologists: Problems and possibilities

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Abstract

This article discusses some of the problems and possibilities facing educational psychologists (EPs) as they strive to take a proactive role in promoting inclusion in their daily work. It begins by commenting on recent evidence which suggests that, despite exhortations to the contrary, many EPs continue to promote non-inclusive ways of working. It then discusses the possibility that the discipline of psychology can, itself, promote an approach to EP practice which is often construed as actively supporting a segregated system of education. This is followed by a review of the evidence suggesting that EPs are abandoning their traditional routes in psychology and adopting school based consultation as a method or working that is more inclusive. The article concludes by referring in some detail to two examples of projects in which EPs have shown that it is possible for them to work in alternative ways with schools and local authorities to promote inclusion.

Résumé

Cet article discute quelques problèmes et possibilités concernant les psychologues scolaires qui essayent de prendre un rôle proactif pour encourager l’inclusion dans leur travail quotidien. L’article commence par examiner l’évidence récente qui suggère que, malgré les opinions au contraire, beaucoup de psychologues scoloires continuent de promouvoir des façons de travailler non inclusives. Puis, on discute la possibilité que la discipline de la psychologie peut, elle-même, encourager une façon de travailler qui est souvent interprétée comme supportant activement un système d’éducation séparé. Par la suite, il y a une révision des évidences suggérant que les psychologues scolaires abandonnent leurs pratiques traditionnelles ancrées dans la psychologie et adoptent des consultations ancrées dans les écoles comme une méthode de travaille plus inclusive. L’article conclut en considérant deux exemples de projets, en détail, où les psychologues scolaires ont montré que c’est possible pour eux de travailler avec les collèges et les autorités locales dans une façon différente de promouvoir l’inclusion.

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Authors and Affiliations

  1. School of Education, University of Manchester, Oxford Road, M13.9PL, Manchester, UK

    Peter Farrell

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  1. Peter Farrell
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Throughout this article the term “educational psychologist” (EP) is used to refer to the work fo both school and educational psychologists and this reflects the fact that the job roles undertaken by both groups are virtually identical.

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Farrell, P. Developing inclusive practices among educational psychologists: Problems and possibilities. Eur J Psychol Educ 21, 293 (2006). https://doi.org/10.1007/BF03173417

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  • DOI: https://doi.org/10.1007/BF03173417

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