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ERIC Number: EJ781892
Record Type: Journal
Publication Date: 2006-Sep
Pages: 12
Abstractor: Author
Reference Count: 76
ISBN: N/A
ISSN: ISSN-0256-2928
Developing Inclusive Practices among Educational Psychologists: Problems and Possibilities
Farrell, Peter
European Journal of Psychology of Education, v21 n3 p293-304 Sep 2006
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.
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom