ABSTRACT

The aim of this study was to analyse the role that Educational Psychologists (EPs) could play within the framework of the right to inclusive education and the barriers they perceive at different levels of the education system. A reflexive Thematic Analysis study was conducted in Madrid (Spain), which gathered the opinions of 177 professionals working in Counselling Teams. These are multidisciplinary teams in which EPs work alongside other professionals such as social workers and support teachers, in the stages of early childhood and primary education. The data were collected through 21 focus groups. The findings highlight two issues. On the one hand, EPs identified the existence of systemic barriers to advancing towards a more inclusive education, both within and beyond schools, that determine the activities they do in their daily lives. On the other hand, these professionals express their desire to perform other functions, beyond the assessment activities to which they dedicate most of their time, consistent with the international objective of ensuring quality, inclusive, and equitable education for all. These findings are discussed, as well as the gap between accumulated knowledge and the exclusionary practices that continue to occur in everyday reality.

摘要

本研究的目的是分析教育心理学家（EP）在全纳教育权框架内可以发挥的作用以及他们在教育系统不同层面所感受到的障碍。在马德里（西班牙）进行了一项反思性主题分析研究，收集了 177 名咨询团队专业人士的意见。这些是多学科团队，在幼儿教育和初等教育阶段，EP 与社会工作者和支持教师等其他专业人员一起工作。数据是通过 21 个焦点小组收集的。研究结果突出了两个问题。一方面，欧洲议会议员指出，在学校内外推进更具包容性的教育方面存在系统性障碍，这些障碍决定了他们在日常生活中所做的活动。另一方面，这些专业人员表示，除了他们投入大部分时间的评估活动之外，他们还希望履行其他职能，这符合确保全民接受优质、包容和公平教育的国际目标。讨论了这些发现，以及积累的知识与日常现实中持续发生的排他性做法之间的差距。