The Roles and Responsibilities of Nova Scotia School Psychologists in Inclusive Education
| dc.contributor.author | Mahoney, Andrea | |
| dc.date.accessioned | 2022-12-01T15:09:42Z | |
| dc.date.available | 2022-12-01T15:09:42Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | Inclusive education is a contemporary health issue and has become a central goal of education systems and policies, influencing the roles and responsibilities of education systems and educators. Currently, in Nova Scotia, there is a lack of direction and information on school psychologists' possible roles and responsibilities in inclusion/inclusive education. In addition, there is little information in terms of research and literature that indicate the role(s) school psychologists have in inclusive education. This study aimed to understand and outline Nova Scotia school psychologists' possible roles and responsibilities. In order to outline the possible and potential roles, all Nova Scotia inclusive education documents were collected and analyzed with several factors of analysis. By examining recommendations from seven inclusion documents, several recommendations could be satisfied by the competencies of school psychologists. The frequently appearing competencies outline Nova Scotia school psychologists' possible roles and responsibilities in inclusive education. | |
| dc.identifier.uri | https://ec.msvu.ca/handle/10587/2234 | |
| dc.language.iso | en | |
| dc.publisher | Mount Saint Vincent University | |
| dc.title | The Roles and Responsibilities of Nova Scotia School Psychologists in Inclusive Education | |
| dc.type | Thesis |
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