The inclusive school: challenges and opportunities for school psychologists

Abstract

When speaking of school inclusion refers to a social movement rooted interest and livelihoods in the various documents and agreements made. However, each country worldwide has experienced very particularly efforts to consolidate these inclusive policies under the socio-educational approach. The intention is to initiate a reflection on the discussion of the challenges facing the school psychologist as part of the inclusive school context in which the present analysis, based on the experience and the perspective of two practitioners of psychology in Venezuela develops. The academic, professional practice, union activity and the general level of society, is presented as scenarios-challenges that must overcome the school psychologist to help in achieving an inclusive vision. The opportunity for this professional is seen in each scenario, but in an effort to resume inter and intradisciplinary within the field of special education and care for people with disabilities. The school psychologist should become an agent of change, which can contribute from their exercise social transformation process is required to facilitate the creation of inclusive schools, based on the reconstruction of their vision, attitude and functions in the various fields of action incumbent.