Inclusion and Psychological Intervention in Schools A Critical Autoethnography [Hardcover]

A number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England are to be found in this book. The aim of the book is to provide accounts which do not shirk from describing failures as well as successes. These are written as stories from the point of view of an educational psychologist and they bring alive the dilemmas of professional practice.

This book consists of a number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England.

It features stories of success as well as failure.

Within the field of inclusive education, a growing body of literature has contributed to a developing knowledge and understanding of conceptual, empirical, philosophical issues and ideas. However, there is still an urgent need for more detailed accounts of how the struggle for change takes place or gets done in specific contexts involving particular people. This important book seeks to meet some of these needs by providing stories from the working life of an educational psychologist in England, and his interventions in schools in attempting to contribute to meeting the diverse needs of a range of pupils. In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. The author describes himself as a reflective practitioner, whose work is not id- logically neutral, but informed by a deep commitment and belief in the well-being of all children. He calls his approach autoethnographic in order to emphasize the se- reflective nature of tlƒ