This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Marsh, A. J. Articles by Kanen, L. Search for Related Content Social Bookmarking                         What's this?

The Impact of New Legislation on School Psychology in the United Kingdom, Denmark and The Netherlands

Educational Psychologist, Lancashire County Council, UK

Elisabeth Jacobsen

School Psychologist, Vedbak, Denmark

Laurence Kanen

Centrum Educatieve Dienstverlening,Rotterdam, The Netherlands

This paper has considered the ways in which new educational legislation has affected the practice of educational/school psychology in three member states of the European Union. In the United Kingdom the influence of the New Right's market philosophy towards education has pushed educational psychology services (EPS) to redefine their role. In Denmark the traditional role of the school psychologist may be changing with the implementation of the 1994 Act of Folkeskolen which is set to facilitate the process towards inclusive education. In The Netherlands there is concern about the high numbers of children educated in special schools, and the role of the school psychologist has altered from individual pupil assessments to working more closely with teachers. The paper also discusses the broader contribution of educational/school psychologist to the education system in the European Union.

School Psychology International, Vol. 18, No. 4, 299-324 (1997)
DOI: 10.1177/0143034397184002


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?