{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,13]],"date-time":"2026-03-13T08:54:23Z","timestamp":1773392063838,"version":"3.50.1"},"reference-count":33,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,3,13]],"date-time":"2026-03-13T00:00:00Z","timestamp":1773360000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>The aim of this article is to discuss inclusion from the perspective of critical school psychology, highlighting institutional initiatives to understand and construct a more plural, interdisciplinary and inclusive school environment. Initially, conceptions and concepts on the subject were reviewed in their historical and social processes, relating them to educational policies and to the possibilities for the school psychologist to act in order to raise awareness and to develop subjects in anti-capacity practices. Subsequently examples of the school psychologist\u2019s work are addressed as a feasibility of professional practice to foster inclusion in educational spaces. Finally, it is advocated that critical school psychology be committed to establishing institutional and collective actions to consolidate pedagogical work in inclusive contexts, in order to enhance learning processes, communication and coexistence between different people. These actions expand the possibilities for complex psychological development for everyone - people with and without disabilities.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1698658","type":"journal-article","created":{"date-parts":[[2026,3,13]],"date-time":"2026-03-13T06:47:00Z","timestamp":1773384420000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["School psychology and institutional initiatives for school inclusion processes"],"prefix":"10.3389","volume":"17","author":[{"given":"Pollianna","family":"Galv\u00e3o","sequence":"first","affiliation":[{"name":"Postgraduate Program in Psychology, Federal University of Maranh\u00e3o","place":["S\u00e3o Luis, Brazil"]},{"name":"Laboratory of Assessment, Research and Intervention in Autism Spectrum Disorder - LAPITEA, Ceuma University","place":["S\u00e3o Luis, Brazil"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Leonardo Vieira","family":"Nunes","sequence":"additional","affiliation":[{"name":"Postgraduate Program in Developmental and School Psychology","place":["University of Brasilia, Brazil"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Aline Beckmann","family":"Menezes","sequence":"additional","affiliation":[{"name":"Postgraduate Program in Behavioral Theory and Research, Federal University of Par\u00e1","place":["Belem, Brazil"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Najda Maria Vieira","family":"da Silva","sequence":"additional","affiliation":[{"name":"Postgraduate Program in Psychology, Federal University of Alagoas","place":["Macei\u00f3, Brazil"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Paula Braga","family":"Kenyon","sequence":"additional","affiliation":[{"name":"Northeastern University Boston","place":["Boston, MA, United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"M\u00f4nica","family":"dos Santos de Oliveira","sequence":"additional","affiliation":[{"name":"Postgraduate Program in Psychology, Federal University of Maranh\u00e3o","place":["S\u00e3o Luis, Brazil"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Claisy","family":"Marinho-Araujo","sequence":"additional","affiliation":[{"name":"Postgraduate Program in Developmental and School Psychology","place":["University of Brasilia, Brazil"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1965","published-online":{"date-parts":[[2026,3,13]]},"reference":[{"key":"ref9001","unstructured":"Anais do XXVI Encontro Brasileiro de Psicologia e Medicina Comportamental\n          \n          ABPMC\n          Bauru, SP\n          \n          2017"},{"key":"ref1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.24980\/ucsb.v4i7.5187","article-title":"Contribui\u00e7\u00f5es da psicologia escolar para as pr\u00e1ticas inclusivas","volume":"4","author":"Alves","year":"2021","journal-title":"UNIFUNEC Ci\u00eancias da Sa\u00fade e Biol\u00f3gicas"},{"key":"ref2","volume-title":"Diagnostic and Statistical Manual of mental Disorders","year":"2013"},{"key":"ref3","first-page":"147","volume-title":"Transtorno do Espectro Autista: Pesquisas na sa\u00fade e na educa\u00e7\u00e3o","author":"Borges","year":"2024"},{"key":"ref9002","unstructured":"Bras\u00edlia, DF\n          Presid\u00eancia da Rep\u00fablica\n          Pol\u00edtica Nacional de Educa\u00e7\u00e3o Especial na Perspectiva da Educa\u00e7\u00e3o Inclusiva [National Policy on Special Education from the Perspective of Inclusive Education]\n          \n          2008"},{"key":"ref9003","unstructured":"2012"},{"key":"ref16","volume-title":"Institui a Lei Brasileira de Inclus\u00e3o da Pessoa com Defici\u00eancia (Estatuto da Pessoa com Defici\u00eancia) [Institutesthe Brasilian Inclusionof People withDisabilities Law (People withDisabilitiesEstatute)]","year":"2015"},{"key":"ref9004","unstructured":"2016"},{"key":"ref9005","unstructured":"2019"},{"key":"ref23","volume-title":"Orienta\u00e7\u00f5es Espec\u00edficas para o P\u00fablico da Educa\u00e7\u00e3o Especial: Atendimento de Estudantes com Transtorno do Espectro Autista (TEA).[Specific Guidelines for the Special Education Public: Serving Students with Autism Spectrum Disorder (ASD)]","year":"2023"},{"key":"ref9006","unstructured":"Cooper\n              J. 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