Keywords
special education
inclusion
school psychology
educational services
How to Cite
Abstract
Given the increasing diversity of needs within the school environment, educational institutions have
been challenged to reorganize pedagogical practices and support strategies aimed at promoting
inclusive education. In this context, Special Education Teachers play a fundamental role in identifying
students’ psychological support needs. This study aimed to understand Special Education
Teachers’ perceptions of the role of the Educational Psychologist in Portugal, as well as to identify
the current functioning and main barriers associated with educational psychology services. This
exploratory study was conducted through the adaptation of the questionnaire “Teacher Perception of Educational Psychology in New Zealand” to the Portuguese context and applied to a sample of
15 Special Education Teachers. The results demonstrated that participants recognize the importance of collaborative work between teachers and educational psychologists in supporting students with
Special Educational Needs, valuing regular contact between these professionals. The main barriers
identified included the high number of students requiring psychological support, insufficient financial
resources, and the shortage of psychologists in schools. It is concluded that the Educational Psychologist
is perceived as an essential member of the multidisciplinary team, highlighting the need to
strengthen and expand these services within the Portuguese educational context.
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