ERIC Number: ED501700
Record Type: Non-Journal
Publication Date: 2007-Jun-7
Abstractor: As Provided
Reference Count: 43
Psychology's Role in Inclusive Education: Observations from New Brunswicks's Recent Review of Inclusion
Williams, Robert B.; French, Laurence A.
Online Submission, Paper prepared for the Annual Convention of the Canadian Psychological Association (68th, Ottawa, Ontario, Canada, Jun 7-9, 2007)
Psychologists are amongst the professionals who assess children to identify and prescribe for those with learning differences. They currently carry out these assessments in the context of the practice of inclusive education that involves providing for all children's educational needs in regular classroom settings. Recently, some psychologists have advocated for a "psychology of inclusive education" (Kershner & Hick, 2005) and enquired about how psychologists can assist teachers regarding inclusion (Anderson & Klassen, 2005). This paper describes how psychology can support the implementation of selected recommendations found in New Brunswick's recent review of inclusion. Examples of these recommendations include: (1) explication of a comprehensive approach to early intervention and preschool education supporting inclusion; (2) the development of a provincial-level approach to serve children with learning disabilities and autism; (3) the need to develop appropriate educational strategies with Aboriginal and First Nations communities to address the processes of cultural inclusion, discipline and instruction; and (4) evaluating all students in relation to the goals of academic achievement, social skills and citizenship. Finally, selected findings from recent psychological research providing data in support of these recommendations are presented.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada