What Do Dutch General Education Teachers Do to Facilitate the Social Participation of Students with SEBD?

Autor/inn/en	de Leeuw, Renske Ria; de Boer, Anke; Minnaert, Alexander
Titel	What Do Dutch General Education Teachers Do to Facilitate the Social Participation of Students with SEBD?
Quelle	In: International Journal of Inclusive Education, 24 (2020) 11, S.1194-1217 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Boer, Anke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1514081
Schlagwörter	Foreign Countries; Students with Disabilities; Emotional Disturbances; Behavior Problems; Inclusion; Elementary School Teachers; Elementary School Students; Student Participation; Regular and Special Education Relationship; Interpersonal Relationship; Friendship; Interaction; Classroom Techniques; Test Construction; Test Validity; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft; Interaktion; Klassenführung; Testaufbau; Testvalidität; Niederlande
Abstract	Few studies have addressed the daily practice of applied teacher strategies aimed at facilitating the social participation of students with social-emotional problems or behavioural difficulties (SEBD). In this paper, we present two interlinked studies that address this topic. The main study reports on the development of the Teacher Strategy Questionnaire on Social Participation in the Classroom (TSQ-SPC). We tested the questionnaire's construct validity by performing a second-order confirmatory factor analysis. The follow-up study presents the results of a survey of 163 Dutch general primary education teachers of inclusive classes using a modified version of the TSQ-SPC. It provides insights on the strategies that teachers apply in their daily practice to facilitate positive social participation of students with SEBD. The findings of both studies suggest that general primary education teachers apply a limited repertoire of strategies. Accordingly, there is an urgent need for further research focusing on the development of interventions and revisions of the pre- and in-service teacher development curricula aimed at adequately supporting and preparing general education teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01