Abstract
Special education in Denmark began in 1807 with the establishment of the first residential school for deaf children. The development of education for deaf children since then reflects the development of Danish special education in general; from residential schools run by the state to the current emphasis on mainstreaming of disabled children in their local schools. Since the early 1950s school psychologists have had increasing influence on the development of special education. Today the school psychological team members with their central place in the system and their many different roles seem to be in a unique position to support deaf children and their families through the stages of development.
Published Version
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