University of Groningen
Through the eyes of the beholder
de Leeuw, Renske
DOI:
10.33612/diss.113185162
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Publication date:
2020
Link to publication in University of Groningen/UMCG research database
Citation for published version (APA):
de Leeuw, R. (2020). Through the eyes of the beholder: unfolding social participation "from within" the
classroom. Rijksuniversiteit Groningen. https://doi.org/10.33612/diss.113185162
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Samenvatting in het Nederlands
Dankwoord
About the Author
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Samenvatting in het Nederlands
Dankwoord
About the Author
INLEIDING
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
(UQDDUVWUHYHQGDWOHHUOLQJHQ]LFKVRFLDDOJRHGYRHOHQLVEHODQJULMNRPGDWGHJHYROJHQ van het ontbreken hiervan kan grote en langdurige gevolgen hebben op de algehele ontwikkeling van een leerling. Een voorwaarde voor het sociaal goed voelen in de klas is dat er sprake is van positieve sociale participatie. Een positieve sociale participatie wordt gekenmerkt door het hebben van wederkerige vriendschappen, acceptatie door HQFRQWDFWPHWNODVJHQRWHQHQHHQFRUUHFWHVRFLDOH]HOISHUFHSWLH:DQQHHUHUVSUDNHLV van een negatieve sociale participatie verhoogt dit de kans op lage schoolprestaties en schooluitval. Hierdoor verhoogt de kans dat de leerling in het criminele circuit terecht komt HQRIHHQGHSUHVVLHRQWZLNNHOWRSODWHUHOHHIWLMG8LWRQGHU]RHNEOLMNWGDWOHHUOLQJHQPHW H[WUDRQGHUVWHXQLQJVEHKRHIWHQPHHUSUREOHPHQHUYDUHQPHWKXQVRFLDOHSDUWLFLSDWLH +HW]LMQYRRUDOOHHUOLQJHQPHWVRFLDDOHPRWLRQHOHHQJHGUDJVSUREOHPHQGLHGHJURRWVWH problemen ervaren met hun sociale participatie in de reguliere klas.
,QFOXVLHIRQGHUZLMVHQVRFLDOHSDUWLFLSDWLH]LMQGHDIJHORSHQGHFHQQLDYHHOYXOGLJRQGHU]RFKW (FKWHU]LMQGHPHHVWHYDQGH]HVWXGLHVYHHODOXLWJHYRHUGover het functioneren van de klas en de actoren4GLH]LFKLQHHQNODVEHYLQGHQHQPLQGHUsamen met de klas en actoren. Hierdoor
LVHUZHLQLJEHNHQGRYHUKRHHQZHONHVWUDWHJLHQJHEUXLNWZRUGHQRPVRFLDOHSDUWLFLSDWLH LQGHNODVWHVWLPXOHUHQZDWOHHUNUDFKWHQHQOHHUOLQJHQYDQGH]HVWUDWHJLHQYLQGHQHQ RIGH]HVWUDWHJLHQDDQVOXLWHQELMGHEHKRHIWHQYDQGHOHHUOLQJPHWVRFLDDOHPRWLRQHOH en gedragsproblemen. Het doel van dit proefschrift is daarom om vanuit verschillende SHUVSHFWLHYHQWHRQGHU]RHNHQKRHVRFLDOHSDUWLFLSDWLHJHVWLPXOHHUGZRUGWLQGHNODVHQ ZDWOHHUNUDFKWHQHQOHHUOLQJHQYDQGH]HVWUDWHJLHQYLQGHQ'LWLVJHGDDQGRRUGHYROJHQGH drie perspectieven te bestuderen: 1) de reguliere basisschool leerkracht, 2) de leerling met sociaal-emotionele en gedragsproblemen en 3) de voorhanden (empirische) literatuur.
'LWSURHIVFKULIWLVDOVYROJWRSJHERXZG$OOHUHHUVW]LMQGHSHUVSHFWLHYHQYDQUHJXOLHUH basisschool leerkrachten bekeken (hoofdstuk 2 en 3). Daarna is er gekeken naar de perspectieven van leerlingen met sociaal-emotionele en gedragsproblemen op hun sociale participatie (hoofdstuk 4 en 5). In het laatste hoofdstuk (hoofdstuk 6) wordt er vanuit de voorhanden literatuur gekeken. Het proefschrift wordt afgerond met een algemene discussie, waarin de resultaten van de diverse studies geïntegreerd en bediscussieerd worden (hoofdstuk 7).
HET PERSPECTIEF VAN DE REGULIERE BASSISCHOOL LEERKRACHT
Het eerste perspectief dat in dit proefschrift belicht wordt, is dat van de reguliere basisschool leerkracht. In hoofdstuk 2 worden de resultaten van de kwalitatieve IRFXVJURHS VWXGLH PHW OHHUNUDFKWHQ JHSUHVHQWHHUG +HW GRHO YDQ GH]H IRFXV JURHSHQ ZDVWZHHOHGLJ+HWHHUVWHGRHOZDVRPPHHULQ]LFKWHQWHYHUNULMJHQRSZHONHVWUDWHJLHQ door leerkrachten gebruikt worden, om de sociale participatie van leerlingen met sociaal-emotionele en gedragsproblemen te stimuleren. Het tweede doel was om na WHJDDQZHONHVWUDWHJLHQOHHUNUDFKWHQDGYLVHUHQYRRUOHHUOLQJHQPHWLQWHUQDOLVHUHQGH JHGUDJVSUREOHPHQHQYRRUOHHUOLQJHQPHWH[WHUQDOLVHUHQGHJHGUDJVSUREOHPHQ+LHUELMLV HURRNJHNHNHQRIOHHUNUDFKWHQRQGHUVFKHLGPDNHQLQGH]HVWUDWHJLHQDOVKHWJDDWRPHHQ OHHUOLQJPHWLQWHUQDOLVHUHQGHJHGUDJVSUREOHPHQRIRPHHQOHHUOLQJHQPHWH[WHUQDOLVHUHQGH gedragsproblemen. In totaal hebben 41 leerkrachten deelgenomen aan de focus groep VWXGLH YHUGHHOGRYHU]HYHQJURHSHQ ,QIRFXVJURHSVHVVLHVKHEEHQOHHUNUDFKWHQPHW behulp van de incident methode, elk twee casussen uit hun eigen onderwijspraktijk EHVSURNHQ ««QJHULFKWRSHHQOHHUOLQJPHWLQWHUQDOLVHUHQGHJHGUDJVSUREOHPHQHQ««Q JHULFKWRSHHQOHHUOLQJPHWH[WHUQDOLVHUHQGHJHGUDJVSUREOHPHQ'HRYHULJHGHHOQHPHUV YDQGHIRFXVJURHSZHUGHQJHYUDDJGDDQWHJHYHQZHONHVWUDWHJLHQ]LM]RXGHQLQ]HWWHQ RIDGYLVHUHQRPLQWH]HWWHQRP]RGRHQGHGHVLWXDWLHYDQGHOHHUOLQJWHYHUEHWHUHQ'H]H VWUDWHJLHQ]LMQYHUYROJHQVNZDOLWDWLHIJHDQDO\VHHUGHQJHFRGHHUGDDQGHKDQGYDQGH
multi-grounded theory approach. Dit resulteerde in een conceptueel model dat illustreert
GDW OHHUNUDFKWHQ QLHW DOOHHQ VWUDWHJLHQ DGYLVHHUGHQ JHULFKW RS KHW YHUEHWHUHQ YDQ de sociale participatieGHQNDDQWKHPDèV]RDOVDFFHSWDWLHHQYULHQGVFKDSSHQPDDURRN
randvoorwaardelijke strategieënVXJJHUHHUGHQ'H]HUDQGYRRUZDDUGHOLMNHVWUDWHJLHQ]LMQ JHULFKWRSWKHPDèV]RDOVRXGHUFRQWDFWHQOHHUNUDFKWOHHUOLQJUHODWLH8LWGHDQDO\VHEOHHNGDW leerkrachten weinig tot geen onderscheid maakten of de casus gericht was op een leerling PHWLQWHUQDOLVHUHQGHRIH[WHUQDOLVHUHQGHJHGUDJVSUREOHPHQ2SEDVLVYDQGH]HUHVXOWDWHQ is de conclusie getrokken dat leerkrachten een RQHVL]HĆWVDOObenadering hebben als het
