ABSTRACT
In this chapter, a dialectical theoretical framework of social practice theory is outlined that makes it possible to discuss the two fields and practices of psychiatric testing and everyday school life in relation to each other, related to efforts of inclusion in professional collaborative work with diagnosed children. This will be done on the basis of the analysis of two cases from field studies conducted in a national Danish school context. The social practice perspective challenges psychiatric test knowledge as the dominant basis in professional collaborative judgement related to intervention and inclusion in practice, suggesting that this judgement must also be linked to situated everyday knowledge to produce meaningful intervention in collaborative work with diagnosed children.
