Roles for School Psychologists in the Challenging Indian Education Landscape

Autor/inn/en	Patwa, Shamim S.; Peverly, Stephen T.; Maykel, Cheryl; Kapoor, Vineeta
Titel	Roles for School Psychologists in the Challenging Indian Education Landscape
Quelle	In: International Journal of School & Educational Psychology, 7 (2019) 2, S.94-101 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maykel, Cheryl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2019.1570886
Schlagwörter	Foreign Countries; School Psychologists; Role; Educational Change; Demography; Elementary Secondary Education; Educational Legislation; Compulsory Education; Special Education; Womens Education; Low Income Students; School Psychology; Access to Education; India + Suchen Sie Ihr Suchwort? Ausland; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Bildungsreform; Demografie; Bildungsrecht; Schulgesetz; Schulpflicht; Special needs education; Sonderpädagogik; Sonderschulwesen; 'Women''s education'; Frauenbildung; Schulpsychologie; Education; Access; Bildung; Zugang; Bildungszugang; Indien
Abstract	India has very few school psychologists and school psychology as a discipline is almost non-existent. Further, the educational system in India, which is in great flux, has many needs that could be met by school psychologists. In this article, we discuss what roles school psychology could serve if the profession continues to develop in India. To provide a context for our proposal, we discuss the current state of education and education reform in India including the demographics of India that provide such a challenge to establishing universal, compulsory education, legislative initiatives for regular and special education, and the structure of schools and schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01