To read the full version of this content please select one of the options below:

The Role of Psychologists in Inclusive Settings

Working with Teaching Assistants and Other Support Staff for Inclusive Education

ISBN: 978-1-78441-612-6, eISBN: 978-1-78441-611-9

ISSN: 1479-3636

Publication date: 3 February 2015

Abstract

School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and disabilities. This chapter suggests that they can support teacher assistants and other educators within inclusive settings in many other ways too. It highlights that SPs are generally trained in holistic student development and group dynamics, in learning, teaching and assessment processes, and in bringing about individual and social change. The whole chapter is based on the idea that inclusion is a concern for all students and therefore also for all school staff. Teacher assistants in inclusive schools are regarded as part of a commitment of the whole school to adapt its curriculum, the organisation of learning and teaching, and the grouping of students so that each one can be actively engaged in the regular learning and social activities of the school.

Thus SPs can be called to support not only the engagement of an individual student but also to help make the class and school welcoming learning communities for all.

Keywords

Citation

Bartolo, P.A. (2015), "The Role of Psychologists in Inclusive Settings", Working with Teaching Assistants and Other Support Staff for Inclusive Education (International Perspectives on Inclusive Education, Vol. 4), Emerald Group Publishing Limited, Bingley, pp. 49-63. https://doi.org/10.1108/S1479-363620150000004003

Publisher

:

Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited