title: [Referring Children who have Difficulties at School to Schools for Children with Special Needs: School Psychologists are Less Discriminating than Teaching Staff].
abstract: Children from a migrant background fall through the regular education net more frequently than native children and are subjected disproportionately to special teaching methods that are both separative as well as integrative. Studies up to now show that the discriminating attributions made by teaching staff influence the referral practice significantly. Whether this is also true for school psychologists was unknown and was investigated in the study presented here. By way of the "practice testing" method, 207 school psychologists dealt with a hypothetical case involving a problem student whose first name and family ethnos were systematically varied. The results show that school psychologists are led by separating dispositions of action to a lesser extent than teaching staff and that for the most part they think "culturally neutrally".
authors.affiliation: Interkantonale Hochschule für Heilpadagogik (HfH), Schaffhauserstrasse 239, Postfach 5850, CH-8057 Zurich.
authors.forename: Andrea
authors.initials: A
authors.lastname: Lanfranchi
mesh_terms: D002648:Child; D054521:Cultural Competency; D004519:Education, Special; D054242:Emigrants and Immigrants / Q000523:psychology*; D005178:Faculty; D005260:Female; D006801:Humans; D007318:Inservice Training; D007859:Learning Disabilities / Q000175:diagnosis* / Q000628:therapy*; D008297:Male; D011287:Prejudice; D002666:Psychology, Child; D012017:Referral and Consultation; D012572:School Health Services; D057545:Social Stigma; D013557:Switzerland
keywords: Diskriminierung; Migrantenkinder; Professionalität; Schulpsychologie; Zuweisung; discrimination; immigrants; professionalism; referral; school psychology