Work to Be Done? A Survey of Educational Psychologists' Contribution to Special Schools for Profound and Multiple Learning Difficulties

Autor/inn/en	Winter, Sophie; Bunn, Helena
Titel	Work to Be Done? A Survey of Educational Psychologists' Contribution to Special Schools for Profound and Multiple Learning Difficulties
Quelle	In: British Journal of Special Education, 46 (2019) 1, S.53-75 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winter, Sophie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12252
Schlagwörter	Foreign Countries; Educational Psychology; Psychologists; Role; Special Schools; Severe Disabilities; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Rollen; Special school; Sonderschule; Severe disability; Schwerbehinderung
Abstract	This article explores the perspectives of educational psychologists across England with regard to their professional involvement, role and contribution to special schools for children and young people with profound and multiple learning difficulties (PMLD). An online survey was distributed to all educational psychology services in England and to private educational psychology practices. Data collected from 207 respondents were analysed using descriptive statistics and quantitative and qualitative content analysis. The findings suggest a complex national picture, including great variation in the frequency of educational psychology visits and indirect contact with the special schools. While the work carried out by educational psychologists in these special schools is primarily individual, statutory-led casework, systemic work is considered to be the 'ideal' contribution. Educational psychologists' views on their role in PMLD settings seem to feature limited ideas. The authors suggest that improving educational psychologists' skills and knowledge of PMLD, building relationships with special schools and finding a niche in supporting, among other things, the emotional well-being of the school's community, might be ways forward for working in PMLD schools. The article concludes by emphasising the continued need for the profession to understand and market the specific role it can play in PMLD settings. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01