Work to be done? A survey of educational psychologists’ contribution to special schools for profound and multiple learning difficulties

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.

Can school psychologists be inclusive when delivering evidence‐based behavioural interventions in special schools, behaviour units or clinics? A systematic mapping literature review

“…As described earlier, all the FBAs in this review were guided by researchers’ (Anderson et al ., 2015, p. 367). This is corroborated by at least one other recent study based in England and which cast questions about the extent of involvement by EPs in special schools, specifically with regard to students who have profound and multiple learning difficulties (PMLD) (Winter and Bunn, 2019).…”

“…Providing education for students with disabilities in specialist settings, however, involves more than simply an administrative act, especially where students have been transferred out of a mainstream education school to an alternate setting (Slee, 2018; Winter and Bunn, 2019). Indeed, this process of transfer out of the mainstream is contrary to principles set out by the UN on the rights of children with disabilities.…”

sentir de los Equipos de Orientación Educativa y Psicopedagógica de la Comunidad de Madrid respecto a su situación y funciones en el marco del derecho a la educación inclusiva

“…En segundo lugar, se critica este modelo porque "llega doblemente tarde", puesto que la intervención solo se ofrece después de un diagnóstico que, en muchas ocasiones, llega incluso tarde en primera instancia (Lopes y Almeida, 2015). A pesar de ello, desde hace tiempo, los orientadores de diferentes partes del mundo 2 dedican gran parte de su jornada laboral a esta función (Education Scotland, 2019;Farrell et al, 2006;Kolnes y Midthassel, 2022;Winter y Bunn, 2019).…”

Are Greek Special Education Teachers in Favour of the Inclusion of Pupils With Intellectual Disability? An Online Survey

“…The reason that they used this methodology is that teachers use the internet and social media in their daily lives (i.e., Facebook or Gmail) (Kamtsios & Lolis, 2016). On the other hand, there are many surveys which have been done with this methodology (see the references: Garrad, Rayner, & Pedersen, 2018; Kamtsios & Lolis, 2016;Lappa, Mantzikos & Paraskevopoulos, 2019;Parsons, 2014;Parsons & Lewis, 2010;Parsons, Lewis & Ellins, 2009;Winter & Bunn, 2019). So, they sent it to general and special education teachers' associations, the association of graduates of special education departments and to groups of SETs on the social media and they sent it as a personal message (on Facebook) to special and general education teachers.…”