Abstract
The use of school-based consultation, as a method of delivering educational psychology services to schools through collaborative problem-solving, is illustrated by an instance of assisting a physically handicapped school in Hong Kong to develop a 'school-focused' view on meeting children's needs. Information gathered during the consultation process showed that physically handicapped children's visible physical impairments were perceived by the staff to be embedded in contexts. This was contrary to the children's learning, social, language and communication behaviourwhichthe staffperceivedas disembedded from contexts and as 'child-focused'. The consultation process enabled the staff to reflect on their attitudes and current practices, leading to positive changes in the school, initiated by the staff members themselves.
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