The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

Christine Irene FORLIN

Research output: Contribution to journalArticles

19 Citations (Scopus)

Abstract

In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years. Copyright © 2010 The Author(s).
Original languageEnglish
Pages (from-to)617-630
JournalSchool Psychology International
Volume31
Issue number6
DOIs
Publication statusPublished - Dec 2010

Citation

Forlin, C. (2010). The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners. School Psychology International, 31(6), 617-630.

Keywords

  • Challenges
  • Inclusion
  • Hong Kong
  • School psychologist
  • Special education
  • Whole school approach

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