ABSTRACT
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.
