All singing from the same hymn sheet? An exploration of the lived experiences of joint work between Irish mainstream primary school teaching staff and NEPS psychologists to facilitate inclusion between 2015-2020.

Abstract

Background. The role of the NEPS psychologist is said to have evolved in recent years in response to the global inclusion movement. In Ireland, the introduction of Circular 0013/2017 provided primary schools with greater autonomy to allocate resources based on the needs of the student, as identified by school staff rather than professional diagnoses. Currently, the NEPS psychologist is said to employ a consultative model of service, working closely with teachers to ensure that the needs of students are met. Despite the interdependent nature of their relationship, the existing literature has not explored the joint work between NEPS psychologists and teaching staff in an Irish context.

Aims. The aim of this research was to explore the lived experiences of joint work between NEPS psychologists and mainstream primary school teaching staff to facilitate the inclusion of all students. Furthermore, it also aimed to outline the existing strengths within the working relationship and to identify any possible facilitators or barriers that may impact upon the process.

Methods. A mixed-methods sequential explanatory design was employed for the current study. Online surveys and semi-structured interviews were used to collect data from NEPS psychologists, principals, class teachers and special education teachers. Descriptive statistics were used to analyse quantitative results and Reflexive Thematic Analysis (Braun & Clarke, 2006; 2021) was used to generate themes from the qualitative data.

Results were then merged and mapped onto the third generation of Cultural Historical Activity Theory (Engeström, 2001). Findings. Key findings included the impact of joint work on everyday practices within schools, as well as the attitudes of staff towards the inclusion of individual students. Facilitators and barriers for joint work are also discussed.

Conclusions. Implications for policy and practice, including an extension of the problem-solving framework that is used by NEPS psychologists during consultation, are outlined to further support the development of inclusion. Additionally, future research opportunities are presented, with the aim of supporting professional and organisational development.