Supporting the development of more inclusive practices using the index for inclusion

Abstract

Inclusion is a central issue for educational psychologists (EPs) today, yet they have often been portrayed as gatekeepers to special provision. One approach for EPs to promote more inclusive practices in schools is through the Index for Inclusion as a vehicle for consultation. This paper reports a study of EPs acting as “critical friends” to schools during the pilot project to develop the Index for Inclusion in 1999. The role of critical friend was investigated through interviewing EPs and others. Key themes were identified reflecting significant aspects of EPs’ experiences that may be helpful to colleagues interested in developing this approach.

Acknowledgement

With thanks to Mel Ainscow and Gerv Leyden for support and encouragement.

Notes

* Educational Support and Inclusion Research and Teaching Group, School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK. Email: [email protected].

Additional information

Notes on contributors

Peter Hick *

* Educational Support and Inclusion Research and Teaching Group, School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK. Email: [email protected].