Authors: K Mohangi & M Berger

Keyword: access to education, inclusive education

SDG: SDG4

Agenda 2063: A1

The purpose of this paper is to report stakeholder views on the role of the educational psychologist in supporting inclusive education at schools in South Africa. An interpretivist paradigm with a qualitative case study design provided insight into the challenges associated with inclusive education and the potential supportive role of educational psychologists. We followed a purposive sampling procedure to select the following participants: a) two education officials b) seven teachers c) one educational psychologist d) one counsellor e) three district officials and f) one parent. Data was gathered from semi-structured interviews and focus group discussions with participants at a public school in Pretoria. Non-participant classroom observations were conducted. Through a process of thematic content analysis, the following themes emerged: a) Perceptions of the role of the educational psychologist in supporting inclusion and b) Improving educational psychology services to support inclusion. Findings suggest that the successful implementation of inclusive education remains a challenge in South Africa and that educational psychologists play a supportive role in implementing inclusive practices. Conclusion: The findings confirm that by means of forging alliances and collaboration between educational psychologists and stakeholders, the implementation process of inclusive education practices could be better supported.