Provision of Inclusive Education and the Role of School Psychologists Across National Boundaries:Existing Facilitators and Barriers and Possible Ways Forward

Honess, Andrea ORCID: https://orcid.org/0009-0001-6804-6035, Nasta Gorman, Imogen ORCID: https://orcid.org/0009-0007-5075-3042, VanVoorhis, Richard, Fayette, Rainart and Williams, Huw (2024) Provision of Inclusive Education and the Role of School Psychologists Across National Boundaries:Existing Facilitators and Barriers and Possible Ways Forward. In: Handbook of School Psychology in the Global Context. Springer Nature, pp. 115-129. ISBN 978-3-031-69540-7

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Abstract

This chapter considers key global issues impacting the provision of inclusive education to children and young people with special educational needs and disabilities. Provision of special education in any context is influenced by a wide range of factors, both at the macro and micro level, including existing and evolving policy and legislation, cultural constructs related to disability and diversity, infrastructure within schools and communities, and professional expertise related to identification, program planning, and program implementation for children and young people with disabilities. The chapter discusses the complexities of provision and the role of school psychologists across three different countries and concludes with suggestions on how school psychologists might work together, share knowledge, and influence positive outcomes for children at a global level.

Item Type:	Book Section
Uncontrolled Keywords:	sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	LivePure Connector
Date Deposited:	04 Dec 2024 01:13
Last Modified:	09 Dec 2024 01:12
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97889
DOI:	10.1007/978-3-031-69541-4_7

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