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Inclusion and collaboration: What do trainee educational psychologists in Ireland think?

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Title: Inclusion and collaboration: What do trainee educational psychologists in Ireland think?
Authors: Teahan, Emma (AUTHOR), O'Brien, Trevor (AUTHOR)
Source: Support for Learning. May2026, Vol. 41 Issue 2, p1-9. 9p.
Subjects: Inclusive education, Educational psychologists, Collective action, Qualitative research, School environment, Parenting
Geographic Terms: Ireland
Abstract: Inclusive education is a central topic in the field of education, fuelled by national and international policy and legislation. While there is no universally accepted definition of inclusive education in Ireland or elsewhere, it is widely recognised that collaboration among relevant stakeholders is a core principle underpinning inclusive practice. This paper explores Irish trainee educational psychologists' (TEPs) understanding of inclusive education, with a particular focus on the importance of meaningful collaboration with school staff and parents. A qualitative study was conducted with 33 TEPs, including 12 semi‐structured interviews and 21 responses to an online qualitative questionnaire. Five broad themes were constructed from the research; one of which will be discussed in this paper. Reflexive Thematic Analysis (RTA) identified five overarching themes, one of which—'collaboration'—is the focus of the current article. As part of this theme, the discussion is structured around three sub‐themes: building ongoing school‐wide practices, fostering an inclusive school culture and respecting parental choice. The findings highlight the critical role of collaborative relationships in promoting inclusive practices and offer insights for supporting relevant stakeholders in embedding inclusion effectively. [ABSTRACT FROM AUTHOR]
Copyright of Support for Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Inclusion and collaboration: What do trainee educational psychologists in Ireland think?
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  Data: <searchLink fieldCode="AR" term="%22Teahan%2C+Emma%22">Teahan, Emma</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22O'Brien%2C+Trevor%22">O'Brien, Trevor</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Support+for+Learning%22">Support for Learning</searchLink>. May2026, Vol. 41 Issue 2, p1-9. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+action%22">Collective action</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink>
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  Data: Inclusive education is a central topic in the field of education, fuelled by national and international policy and legislation. While there is no universally accepted definition of inclusive education in Ireland or elsewhere, it is widely recognised that collaboration among relevant stakeholders is a core principle underpinning inclusive practice. This paper explores Irish trainee educational psychologists' (TEPs) understanding of inclusive education, with a particular focus on the importance of meaningful collaboration with school staff and parents. A qualitative study was conducted with 33 TEPs, including 12 semi‐structured interviews and 21 responses to an online qualitative questionnaire. Five broad themes were constructed from the research; one of which will be discussed in this paper. Reflexive Thematic Analysis (RTA) identified five overarching themes, one of which—'collaboration'—is the focus of the current article. As part of this theme, the discussion is structured around three sub‐themes: building ongoing school‐wide practices, fostering an inclusive school culture and respecting parental choice. The findings highlight the critical role of collaborative relationships in promoting inclusive practices and offer insights for supporting relevant stakeholders in embedding inclusion effectively. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Support for Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194053136
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        Value: 10.1111/1467-9604.70043
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        Text: English
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      – SubjectFull: Collective action
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      – SubjectFull: School environment
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      – SubjectFull: Parenting
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      – SubjectFull: Ireland
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              Text: May2026
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              Y: 2026
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