Inclusion at a crossroads: what do trainee educational psychologists think? An exploration of TEPs’ understanding of and attitudes towards inclusive education and how this influences their professional role

Abstract

Inclusive Education (IE) is a highly contested and controversial concept, fraught with dilemmas and tensions around its true meaning. Contradictions and inconsistencies between legislation, policy and practice within the Irish context and internationally act as an impetus for urgent action around the meaning of IE and its implications going forward. Trainee educational psychologists (TEPs) have a unique role regarding IE, given their capacity to work with schools, families, children and young people to inform practice and empower others. In recent times, the NCSE (2024a) has asserted that the Irish Education system is working towards a ‘progressive realisation of a system of inclusive education’ (p.91) and that educational psychologists (EPs) play an essential role in the implementation of this. Despite this, there is a dearth of evidence exploring EPs’ and particularly TEPs’ attitudes towards this topic. As a result, the current research is timely in examining TEPs’ underlying attitudes and beliefs around IE to generate understanding and inform future practice.

The current study comprises qualitative research with over 30 TEPs, using semi-structured interviews and online qualitative questionnaires, grounded in the interpretivist paradigm. The research uses Reflexive Thematic Analysis (Braun & Clarke, 2022) to provide a comprehensive analysis of the data. Findings indicate that TEPs’ understanding of IE is shaped through personal and professional experiences intertwined with values and reflective practice. Systemic challenges are highlighted, as well as how TEPs promote inclusion within their role such as collaborating with families and schools, celebrating diversity as the norm and acting as an advocate for children and young people.