Please use this identifier to cite or link to this item:
Title: School psychology for diversity : editorial
Authors: Bartolo, Paul A.
Borg, Mark
Cefai, Carmel
Martinelli, Victor
Keywords: School psychology -- Malta
Cultural pluralism -- Malta
Issue Date: 2010
Publisher: SAGE Publications Inc.
Citation: Bartolo, P.A., Borg, C., Cefai, C., & Martinelli, V. (2010). School psychology for diversity: Editorial. School Psychology International 31(6), 563-566.
Abstract: The concept of student diversity has brought together issues related to at least two major categories of students whose needs are not usually adequately addressed in general educational provisions: students with disabilities and other forms of special educational needs, and students from minority cultures or disadvantaged backgrounds (UNESCO, 2009). School psychologists have long been at the forefront in helping education systems, educators and parents in developing an understanding and adequate provisions for these students. However, the main role ascribed to psychologists was generally that of individual assessment and intervention. Increasing understanding of the cultural context of development, increasing student diversity in schools, and a deeper appreciation of the principles of social justice, have put inclusive education at the forefront of educational reform, and this in turn has called for a change in the role of psychologists as promoters of whole-school healthy contexts for learning and development.
Appears in Collections:Scholarly Works - CenRSEH
Scholarly Works - FacEduES
Scholarly Works - FacSoWPsy

Files in This Item:
File Description SizeFormat 
OA - School psychology for diversity Editorial.pdf59.92 kBAdobe PDFView/Open

Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.