Abstract
In the previous chapter, we saw how the work on inclusion has become central to educational psychology practice. If educational psychologists do not acquire the skills to deliver inclusion services they risk, in the most extreme scenario, having their existence threatened; other professional groups will be engaged to handle the challenges that face schools and day care centres. From a historical point of view, there have in general been significant challenges in creating a more inclusive education system; and educational psychologists at the same time have been challenged with respect to helping teachers address the challenges of inclusion. Moreover, many educational psychology service centres, as described before, have had certain difficulties implementing forms of practice that use more consultation. Overall, several interesting things have evolved concurrently: (1) Educational psychologists have been hard put to deliver the consultation services to the degree that had been ideally hoped for, and (2) educational policy visions for a more inclusive education system have proven difficult to bring about.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Arnesen, A.-L., & Lundahl, L. (2006). Still social and democratic? Inclusive education policies in the Nordic welfare states. Scandinavian Journal of Educational Research, 50(3), 285–300.
Beck, U. (1997). Risikosamfundet – på vej mod en ny modernitet. København: Hans Reitzels Forlag.
Biesta, G. (2011). God uddannelse i målingens tidsalder – etik, politik, demokrati. Aarhus: Forlaget Klim.
Biesta, G. (2014). Uddannelsens skønne risiko. Aarhus: Forlaget Klim.
Bonde, K. H., Hoppe, J., Misztal, S., & Rusike, B. (2010). Tester vi stadig i PPR? Psykolog Nyt, 10, 10–13.
Brinkmann, S. (2010). Patologiseringstesen: Diagnoser og patologier før og nu. In S. Brinkmann (Ed.), Det diagnosticerede liv. Sygdom uden grænser. Aarhus: Forlaget Klim.
Brinkmann, S. (2012). Præsentation og formidling af deltagerobservationer. In M. Pedersen, J. Klitmøller, & K. Nielsen (Eds.), Deltagerobservation. En metode til undersøgelse af psykologiske fænomener. København: Hans Reitzels Forlag.
Brinkmann, S. (2014). Rene løsninger på urene problemer. Om patologisering af pædagogikken. In L. Tanggaard, T. A. Rømer, & S. Brinkmann (Eds.), Uren pædagogik II (pp. 93–111). Aarhus: Forlaget Klim.
Brinkmann, S. (2016). Toward a cultural psychology of mental disorder: The case of attention deficit hyperactivity disorder. Culture & Psychology, 22(1), 80–93.
Damm, D., & Thomsen, P. H. (2012). Børneliv i kaos. København: Om børn og unge med ADHD. Hans Reitzels Forlag.
Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259.
Farrell, P. (2004). School psychologists: Making inclusion a reality for all. School Psychology International, 25, 5–19.
Farrell, P. (2010). School psychology: Learning lessons from history and moving forward. School Psychology International, 31(6), 581–598.
Gustafsson, L. R. (2012). What did you learn in school today. How ideas mattered for policy change in Danish and Swedish schools 1990–2011. Aarhus: Forlaget Politica.
Hamre, B. (2012). Potentialitet og optimering i skolen. Problemforståelser og forskelssætninger af elever – en nutidshistorisk analyse. København: Institut for Uddannelse og Pædagogik, Aarhus Universitet.
Hansen, H. R. (2011). Fællesskabende didaktik: et forslag til et begreb, der samtænker antimobning, undervisning og fællesskab. Skolen i morgen, 10, 10–20.
Jørgensen, C. R. (2014). ADHD. Bidrag til en kritisk, psykologisk forståelse. København: Hans Reitzels forlag.
Kavale, K. A., & Forness, S. R. (1998). The politics of learning disabilities. Learning Disability Quarterly, 21, 245–273.
Kavale, K. A., Forness, S. R., MacMillan, D. L., & Gresham, F. M. (1998). The politics of learning disabilities: A rejoinder. Learning Disability Quarterly, 21, 306–317.
Langager, S. (2014). Specialpædagogikkens børn – inklusionspolitik, diagnosekultur og læringsmiljøer. In K. Illeris (Ed.), Læring i konkurrencestaten – Kapløb eller bæredygtighed. Frederiksberg: Samfundslitteratur.
Langager, S., & Jørgensen, A. S. (2011). Diagnoser i udvikling – tendenser og konsekvenser i forhold til social- og specialpædagogik. In I. M. Bryderup (Ed.), Diagnoser i specialpædagogik og socialpædagogik. København: Hans Reitzels Forlag.
Lave, J., & Packer, M. (2008). Towards a social ontology of learning. In K. Nielsen, S. Brinkmann, C. Elmholdt, L. Tanggaard, P. Musaeus, & G. Kraft (Eds.), A qualitative stance. Essays in honor of Steinar Kvale. Aarhus: AarhusUniversity Press.
Madsen, A. (2013). Narrativer i velfærdsarbejdet. Frydenlund: Om arbejdsglæde og faglighed under pres.
McDermott, R. P. (1993). The acquisition of a child by learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice. Perspectives on activity and context. Cambridge, MA: University Press (oversat i 1996: “Hvordan indlæringsvanskeligheder skabes for børn”, i Højholt, C. & Witt, G (red.): Skolelivets Socialpsykologi. Unge Pædagoger).
Meyers, A. B., Meyers, J., Graybill, E. C., Proctor, S. L., & Huddleston, L. (2012). Ecological approaches to organizational consultation and systems change in educational settings. Journal of Educational and Psychological Consultation, 22, 106–124.
Nielsen, B. (2014). PPR-Håndbogen. København: Dansk Psykologisk Forlag.
Pedersen, O. K. (2011). Konkurrencestaten. København: Hans Reitzels Forlag.
Pedersen, O. K. (2014). Urenhedens arkæologi. In L. Tanggaard, T. A. Rømer, & S. Brinkmann (Eds.), Uren pædagogik II (pp. 199–215). Aarhus: Forlaget Klim.
Rasborg, K. (2013). Individualisering og social differentiering i den refleksive modernitet. Dansk Sociologi, 24(4), 9–35.
Ratner, H. (2013). Inklusion – Dilemmaer i organisation, profession og praksis. København: Akademisk Forlag.
Reay, D. (2013). Effekten af test. In N. U. Sørensen, C. Hutters, N. Katzenelson, & T. M. Juul (Eds.), Unges motivation og læring 12 eksperter om motivationskrisen i uddannelsessystemet. København: Hans Reitzels Forlag.
Rose, N. (2006). The politics of life itself: Biomedicine, power, and subjectivity in the twenty-first century. Princeton: Princeton University Press.
Rose, N. (2010). Psykiatri uden grænser? De psykiatriske domæners ekspanderende domæne. In S. Brinkmann (Ed.), Det diagnosticerede liv – sygdom uden grænser. Aarhus: Klim.
Røn Larsen, M. (2011). Visitationsprocesser som betingelse for at arbejde med børn i vanskeligheder. In C. Højholt (Ed.), Børn i vanskeligheder - Samarbejde på tværs. Dansk Psykologisk Forlag: København.
Sahlberg, P. (2011). The fourth way of Finland. Journal of Educational Change, 12(2), 173–185.
Schaarup, T. og Kehlet, K. og Christoffersen, M. H. (2009). Den Pædagogisk Psykologiske Vurdering. Pædagogisk Psykologisk Tidsskrift, nr. 5, 349–364.
Szulevicz, T., & Tanggaard, L. (2014). Inclusion and budget cuts – The contours of educational pscyology in the marketplace. Nordic Psychology. doi:10.1080/19012276.2014.885762.
Szulevicz, T., & Tanggaard, L. (2015). Pædagogisk-psykologisk praksis mellem psykometri, konsultation og inklusion. København: Hans Reitzels Forlag.
Tanggaard, L. (2011). En læsning af Howard Gardner som uren pædagog. In T. A. Rømer, L. Tanggaard, & S. Brinkmann (Eds.), Uren Pædagogik (pp. 36–53). Aarhus: Klim.
Uljens, M. (2007). The hidden curriculum of PISA – The promotion of neo-liberal policy by educational assessment. Paper presented at FERA congress in Vasa, 22, 23 November 2007.
Varenne, H., & McDermott, R. (1998). Successful failure - The school America builds. Boulder: Westview Press.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Szulevicz, T., Tanggaard, L. (2017). Educational Psychology – Background Factors. In: Educational Psychology Practice. Cultural Psychology of Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-44266-2_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-44266-2_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-44265-5
Online ISBN: 978-3-319-44266-2
eBook Packages: EducationEducation (R0)