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.
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