Educational psychology and the future of special educational needs legislation

Abstract

The future of educational psychology cannot be seen in isolation from the future of legislation for special educational needs. This paper argues that legislation has had a major but adverse impact on educational psychology services, and that the time has come for the profession in turn to exert a pivotal influence on future legislation. The legislation which led to the statement of needs was itself part of a necessary historical and philosophical process. However, this process must give way to a new legislative agenda based on universal rights and social justice. Educational psychology services have the opportunity to participate in promoting a programme of fundamental legislative change, but to do so the direction and priorities of the profession must be subject to significant review.