The Handbook of International School Psychology (PDF)

children. 

Thomas D. Oakland, PhD is University of Florida Research Foundation Professor.  He is President of the International Foundation for Children’s Education and past-presidents of the International School Psychology Association and the International Test Commission. He has worked in more than 40 countries. Dr. Oakland has authored more than 180 chapters and articles, and five psychological tests. His authored, coauthored, and edited books include Auditory perception: Diagnosis and development for language and reading abilities, Assessing minority group children, Nonbiased assessment of minority group children. Psychological and educational assessment of minority children, Divorced fathers. International perspectives on psychology in the schools, Identification of gifted and talented students in Texas, International perspectives on assessment of academic achievement, Student Styles Questionnaire: Classroom Applications Booklet, and Standards for educational and psychological testing. He is a licensed psychologist and board certified in school psychology, neuropsychology, and as a forensic examiner.  He has an active clinical practice and testifies frequently. His interests center on psychological and educational characteristics of children and youth, test development and use, international issues, legal and professional issues, and professionalism. He is the recipient of Distinguished Service Awards from American Psychological Association’s Division of School Psychology and the International School Psychology Association and received the 2002 National Association of School Psychology’s Legend Award. Dr. Oakland received American Psychological Association’s 2003 Award for Distinguished Contributions to the Advancement of Psychology Internationally.

Peter T. Farrell, PhD is the Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England and President of the International School Psychology Association.  He is also a Fellow of the British Psychological Society.  He has extensive experience as a trainer of school psychologists in the United Kingdom and has worked with psychologists in seven countries giving advice on the development of psychological services.  He has also been the invited key-note speaker at 17 international conferences on issues related to international school psychology. He is the author (or co-author) of 7 books and has edited three others.  These include the following: Teaching Pupils with Learning Difficulties: Strategies and Solutions; Teaching Assistants: Practical Strategies for Effective Classroom Support, and Making Special Education Inclusive: From Research to Practice. He has published over 40 articles in academic peer reviewed journals and has written 15 book chapters. In addition, he has directed or co-directed 22 externally funded research projects. Throughout his career he has worked closely with the British Psychological Society on issues related to the development of psychological services the United Kingdom and, thorough his links with the International School Psychology Association and the European Federation of Professional Psychologists Association, he has been influential in helping to shape the development of psychological services in different countries.