Role of the School Psychologist in the Inclusion Education from the Teachers’ Point of View: A Case Study

Abstract

The aim of this paper is to analyze the role of the school psychologist in the inclusion education from the teachers’ point of view. We use a qualitative methodology by the analysis of 50 questionnaires addressed to the teachers of different elementary and secondary schools in the region of Elbasan (Albania). The school psychological services in Albania have become an essential need of the society supported by a legal framework, which supports the entire restructuring process. Despite this, problems of education in schools have faced difficulties because social phenomena such as: inclusion, bullying and drugs that today are diverse. Even the students with special needs are facing a lot of problems related mainly to their acceptance by the other students in the mainstream classes. In Albania the inclusion in education is still in its first steps although we have a good legal framework. Actually there is not an appropriate infrastructure for the special need students and even the reconstructions or the constructions of the new schools are bypassing this special infrastructure.

DOI: 10.5901/jesr.2014.v4n2p304