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The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

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Journal article details

School psychologists : making inclusion a reality for all
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.
Original Document

Primary contributor

Author Peter Farrell

Additional details

SAGE Publications
01 February 2004
School psychology international

Cite this outcome


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


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