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Inclusion is a central issue for educational psychologists (EPs) today, yet they have often been portrayed as gatekeepers to special provision. One approach for EPs to promote more inclusive practices in schools is through the Index for Inclusion as a vehicle for consultation. This paper reports a study of EPs acting as “critical friends” to schools during the pilot project to develop the Index for Inclusion in 1999. The role of critical friend was investigated through interviewing EPs and others. Key themes were identified reflecting significant aspects of EPs' experiences that may be helpful to colleagues interested in developing this approach.

What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice.

Psychologists from several different traditions have recently been addressing questions of inclusion. For example, a proposal for the establishment of a section of the British Psychological Society for the ‘Psychology of Inclusion’ came from the field of occupational psychology (Chamberlain and Meehan, 2003). The American Psychological Association has issued guidelines for ‘infusing’ inclusive approaches into textbooks for teaching psychology (Trimble, 2003). Abrams and Christian (2007: 215) examine social inclusion and exclusion from a social psychological perspective, proposing a ‘relational dynamics’ framework encompassing various dimensions of exclusion. Farrell and Venables (Chapter 10) and Hick (2005) consider educational psychologists’ engagement with inclusive education, whilst Goodley and Lawthom (2006) examine the potential for engaging critical psychology with disabilities studies, both of these being fields that can bring insights to bear on inclusion in education.

This four-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalized from educational opportunities, for example, members of minority ethnic communities, students excluded from schools or who are ‘looked after’ in public care, and other dimensions of exclusion arising from social class, gender or sexuality.