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Our Research Catalogue contains grants and outputs data up until April/May 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
10.1177/0143034304041500
English

Primary contributor

Author Peter Farrell

Additional details

25
1
Yes
0143-0343
SAGE Publications
01 February 2004
5-19
London
Post-print
School psychology international

Cite this outcome

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.