中文导读

加拿大不少家庭要等很久，才能等到学校心理学家给孩子做评估。西安大略大学 Colin King 与 Rachel Krahn 在《The Conversation》（2026-11-02）写道：这类专业人员全国短缺，联邦政府预计到 2033 年风险仍然偏高；安大略 2023-24 学年只有 26% 的小学有定期心理服务，另有 24% 完全没有。文章强调，评估报告里关于如何呈现信息、拆分任务、提供组织支持的建议，往往也能帮助整班；通用学习设计（UDL）正好给教师和心理学家一个共同框架。其实验室对 50 份心理档案的试点，也看到学生需求与 UDL 概念多有重合。阅读时可留意 yet、because、while 如何连接短缺与整班改进，以及 may、could、suggest 如何保留边界。

正文

Across Canada, many families wait a long time for a school psychologist to assess a child. The waits reflect a wider shortage of school psychology services, and demand keeps rising. The federal government now projects a high risk of a national shortage of school psychologists through 2033. In Ontario in 2023-24, only 26 per cent of elementary schools reported regularly scheduled access to a psychologist, while 24 per cent reported none.
That shortage matters because these professionals can do more than test one struggling student. They can consult with teachers, design school-based prevention programs and help shape policy across a school system. Colin King and Rachel Krahn of Western University argue in The Conversation on 2 November 2026 that insights from individual assessments could also improve learning for whole classrooms.
Schools often request an assessment after targeted support still leaves hard questions. A psychologist may look at learning, attention, memory, executive functioning, behaviour and social-emotional skills. They combine interviews, questionnaires, classroom observation and formal tests into a case formulation of strengths and needs. The written report then turns that picture into classroom action: how to present information, break complex tasks into smaller steps, offer organisational help, and let students show what they know.
Many of those strategies began in special education, yet they now look useful for larger groups. Approaches for teaching writing, tracking growth in basic skills and supporting positive behaviour are widely treated as good practice for everyone. Universal design for learning, or UDL, gives teachers a shared framework for this idea. It asks educators to expect learner differences and to design options so more students can engage, reach information and demonstrate understanding.
King’s lab used UDL concepts in a pilot study of 50 psychological profiles. The team found frequent overlap between common student needs and UDL ideas, including support for language and symbols, executive skills and self-regulation. Ontario’s 2022 Right to Read inquiry noted that heavy demand for individual assessments limits psychologists’ time to train teachers. Earlier evidence-based reading support, the authors suggest, could free more room for consultation.
When services are scarce, the key question is how to use assessment knowledge more widely. Preliminary research and earlier scholarship both point toward stronger relationships with teachers and toward building capacity across schools, not only rewriting reports. The UDL principle that guides this shift is simple: what is necessary for some students can be beneficial for all.

新闻来源

• The Conversation · School psychologist insights could improve learning for entire classrooms (2 Nov 2026)

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