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

of Education, 2001; Engelbrecht, 2006; Engelbrecht et al., 2005; Marshall et al., 2002,
Naicker, 2003). Marshall et al. (2002) note the need for additional administrative support and
sufficient personnel to assist with special needs learners. Thus, training such personnel is
essential, an endeavour which costs money (White Paper 6, Department of Education, 2001;
Engelbrecht et al., 2005; Marshall et al., 2002). In addition to this, resources and materials are
required to accommodate learners both in lessons and in the general school environment
(Marshall et al., 2002). Again, time and money are the cost of such changes. Marshall et al.
(2002) also indicate the need for time devoted to planning and implementation of such a
system. It is questionable as to whether the types of resources outlined here are feasible
within the current South African context. Finally, given the apparent need for specialist
practitioners, such as EPs, in education, the difficulty of limited financial resources, reduces
the accessibility of such resources.
Finally, a brief note with regard to effectiveness must be tentatively made. A review of a set
of international studies on the effectiveness of inclusive education between the years 2000
and 2005 indicates only marginally positive outcomes from such a system (Lindsay, 2007).
Although the question of effectiveness alone is pertinent, one may argue that it is particularly
so in light of the specific challenges the system faces in South Africa's climate of limited
resources.
With these difficulties in mind, it is noteworthy that potential points of intervention for EPs
lie in preparing education; both its staff, recipients and infrastructure with the necessary
skills, knowledge and resources to implement inclusive education successfully within the
allotted time period.
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