Educational psychologists' perceptions of their role in the ...

initiated clearer shifts in the role of EPs.
Educational policy context
Perhaps in part linked to the theoretical stance of psychology in the country is the context of
education. With EPs in most instances directly servicing education or its learners, the policy
around education is important. Shifts in policy around education are noted in this document
both by participants and in a review of recent literature and policy documents concerning
education in South Africa. Ultimately, these shifts in policy have resulted in one primary
change in the role of EPs. Inclusive education as outlined in White Paper 6 (Department of
Education, 2001) emphasises the inclusion of special needs learners in mainstream schools.
With EPs in place to mediate such inclusion and assist in district support teams it is clear that
the role of EPs is quite clearly defined as one of collaborative-consultant (Engelbrecht, 2004;
Gillies, 2000; Watkins and Hill, 2000). With White Paper 6 (Department of Education, 2001)
emphasising the district support team model, EPs are moving towards playing a role whereby
intervention is undertaken with educators and schools in an effort to train, educate and
provide support around various learning and emotional difficulties seen in their learners.
Indeed, EPs perceive their role to be in managing such multi-disciplinary teams and
consulting with professional directly involved in children's education.
In addition, as Jansen (1999b) notes, inclusive education as presented in Curriculum 2005
(Greenstein, 1997) requires a vast conceptual leap from traditional learning theory and
training in new methods. Such assistance of educators is another, smaller area where
education by EPs is playing a role. It can be seen that the move away from an individual
medical model style work towards such community or support based interventions has been
prompted by education policy which advocates for intervention occurring at the level of the
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