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Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

Journal article details

Title School psychologists : making inclusion a reality for all

Description Inclusion is now a key part of the development of education policy and practice around the world. However, there is continued uncertainty about the definition of inclusion and about how to implement the policy, and some remain to be convinced about the direction that it is taking. Inevitably, school psychologists are at the heart of this debate, as, through their work with children, parents, schools and local authorities, they can have a major role in shaping policy and practice. This article begins with a discussion of current definitions of inclusion. It then analyses the role of research and considers some key findings. Finally, it offers a review of some of the different ways in which school psychologists can support inclusive developments in their everyday work.

Url http://dx.doi.org/10.1177/0143034304041500

Url Description Original Document

DOI 10.1177/0143034304041500

Language English

Primary contributor

Author Peter Farrell

Additional details

Volume number 25

Issue number 1

Is this item peer reviewed (refereed)? Yes

ISSN 0143-0343

Publisher SAGE Publications

Date of publication 01 February 2004

Page reference 5-19

Place of publication London

Is this item a pre-print or post-print? Post-print

Title of journal School psychology international

Cite this outcome

Citation Style:

Harvard

Farrell, Peter (2004) School psychologists : making inclusion a reality for all. School psychology international. 25 (1), pp. 5-19 London: SAGE Publications.

Vancouver

Farrell Peter. School psychologists : making inclusion a reality for all. School psychology international 2004; 25 (1): 5-19.