University of Groningen Through the eyes of the beholder de Leeuw, Renske

Through the eyes of the beholder

de Leeuw, Renske

DOI:

10.33612/diss.113185162

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Publication date:

2020

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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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Unfolding social participation “from within” the classroom

Cover design, chapter images: Sylwia Regulska

Layout: Anna Bleeker | persoonlijkproefschrift.nl

Print: Ridderprint BV | www.ridderprint.nl

ISBN Printed version 978-94-034-2310-4 ISBN Electronic version 978-94-034-2311-1 Copyright © 2019, Renske Ria de Leeuw

Copyright of the articles is with the corresponding journal or with the author. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without the prior permission in writing from the copyright-owning journal The research in this dissertation was conducted at the Department of

Special Education Needs and Youth Care at the University of Groningen. This GLVVHUWDWLRQKDVEHHQĆQDQFLDOO\VXSSRUWHGE\.LQGHUSRVW]HJHOV1HGHUODQG and the University of Groningen.

The PhD program was embedded in the Interuniversity Centre of Educational Sciences (ICO).

These mice and backpacks represented students with social-emotional problems or behavioural GLIĆFXOWLHVWKHUHE\V\PEROL]LQJWKHVWXGHQWERXQGEXGJHWV\VWHPEHIRUHWKHLQWURGXFWLRQRIWKH DFWIRUê%HĆWWLQJ(GXFDWLRQë

Unfolding social participation “from within” the classroom

Proefschrift

ter verkrijging van de graad van doctor aan de Rijksuniversiteit Groningen

RSJH]DJYDQGH

UHFWRUPDJQLĆFXVSURIGU&:LMPHQJD en volgens besluit van het College voor Promoties.

'HRSHQEDUHYHUGHGLJLQJ]DOSODDWVYLQGHQRS

donderdag 27 februari 2020 om 12.45 uur

door Renske Ria de Leeuw geboren op 2 mei 1987

Copromotor Dr. A. A. de Boer

Beoordelingscommissie Prof. dr. B. Orobio de Castro Prof. dr. M. C. Timmerman Prof. dr. C. Zurbriggen

Impetus for this preface

In this dissertation, multiple perspectives will be presented. I want to use this preface WRUHćHFWRQP\SHUVSHFWLYHDVDUHVHDUFKHUWR\RXWKHUHDGHUKRZDQGZKHUH,VWDQG FRQFHUQLQJWKHGLVVHUWDWLRQWRSLFEHFDXVHWKLVW\SHRISHUVSHFWLYHDQGUHćH[LYLW\LVQRW DGGUHVVHG LQ WKH SUHVHQWHG FKDSWHUV RI WKLV GLVVHUWDWLRQ :LWK UHćH[LYLW\ a researcher

H[DPLQHVWKHLUPRWLYDWLRQIRUSXUVXLQJDFKRVHQUHVHDUFKI_{. There are multiple reasons}

ZK\EXWRQHRIWKHPDLQUHDVRQVLVWKDWLWLVQRWFRPPRQZLWKLQP\UHVHDUFKĆHOG1_{. Adding}

DSDUDJUDSKRUHYHQDFKDSWHULQZKLFKWKHUHVHDUFKHUUHćHFWVRQWKHLUSRVLWLRQDOLW\RU UHćH[LYLW\LVPRUHFRPPRQZLWKLQLQWHUVHFWLRQDOIHPLQLVWDSSURDFKHVDQGHWKQRJUDSKLF

qualitative researchII_{+RZHYHUHYHU\W\SHRIUHVHDUFKLVLQćXHQFHGE\WKHUHVHDUFKHU}III_.

The researcher is also one of the beholders observing and interpreting a phenomena. 7KHUHIRUHWKHLPSOLFLWDQGH[SOLFLWEHOLHIVDVDSHUVRQUHVHDUFKHUZLOOLQćXHQFHVDVSHFWV

such as research design, methods and analyses III, IV_.

Personal experiences and perspective

,KDGP\VWUXJJOHVGXULQJSULPDU\VFKRRO,ZDVYLFWLPLVHGDQGVRFLDOO\H[FOXGHGVLQFHJUDGH

E\P\SHHUV,ZDVDQHDV\WDUJHWEHFDXVH,ZDVDWLPLGH[WUHPHO\VK\2 _{Dutch, white girl, at}

a multi-cultural (regular) primary school in the Netherlands, who loved to learn. Also, I was very clumsy. I would trip over my own feet and was very bad at the gym lesson activities. The latter was one of the reasons that I was picked as the last one for gym activities, enlarging my IHHOLQJVRIQRWĆWWLQJLQ5HćHFWLQJRQP\RZQH[SHULHQFHV,UHPHPEHUWKDW,IHOWXQKHDUG during primary school and how my primary schoolteachers and (loving) parents addressed the situation. I think thereby that my motivation to include the perspectives and voices of students in my research goes beyond my initial research proposal to have one study that

involved interviews with studentsV _{or the right of students to be heard}VI, VII_{. As a researcher}

doing inclusive research, I was motivated to provide students with the opportunity to share WKHLUSHUVSHFWLYH%HFDXVH,KDYHSHUVRQDOO\H[SHULHQFHGKRZLPSRUWDQWLWLVWRKDYHKDG or been withheld of the possibility to share my (child) perspective.

 )RUFRQFUHWHH[DPSOHVRIUHćH[LYLW\DQGHGXFDWLRQDOUHVHDUFK,DGYLVH\RXWRUHDGWKH&KDSWHU “Researching the researcher”, by Allan and Slee (2008), Doing inclusive education Research (Vol. 5RWWHUGDPWKH1HWKHUODQGV6HQVH3XEOLVKHUVDQGWKH&KDSWHUê5HćH[LYLW\LQHGXFDWLRQDO

6FLHQWLĆFSHUVSHFWLYH

In addition to my motivation and my perspective, I took the perspective of a scientist while conducting the studies part of this dissertation. To realise this, I needed to position

P\VHOIDQGP\H[SHULHQFHVRXWVLGHWKHGDWDDQDO\VHVDQGLQWHUSUHWDWLRQVIII_{. Concrete to}

the research and analysis of the data, this was realised by sharing the research results and insights with critical others, such as my supervisors and the attendees of the qualitative research group “Selectief Kwalitatief”.

In schools, I tried to be clear what my intentions are as a scientist. I am a scientist, with a background as a Speech and Language therapist and a specialised in learning development DQGGLIĆFXOWLHVYLDWKH0DVWHU/HDUQLQJDQG(GXFDWLRQDO'HYHORSPHQW$OWKRXJK,KDYH collaborated with teachers in diverse settings before my dissertation, I am aware that I GRQRWNQRZDOOWKHLQVDQGRXWVRIZKDWLWLVDQGWDNHVWREHDWHDFKHU:KHQ,FRQWDFWHG WHDFKHUVWREHSDUWRIP\VWXGLHV,DOZD\VH[SODLQHGWRWKHPWKDW,ZDQWHGWRKHOSWHDFKHUV and students in the realisation of social participation in regular schools. Because I am no almighty scientist in an ivory tower, who upholds a higher position, it was not my intention WRWHOOWHDFKHUVKRZWRGRWKHLUZRUN:KDW,ZDQWHGWRGRZDVWRKHOSWKHPLQWKHPRYH towards inclusive education.

I identify myself as a pracademic (practical academic). It is my personal goal to bridge the empirical research insights gained from my studies with practice. This all, in order to improve the situation of students, with or without social-emotional problems or behavioural GLIĆFXOWLHVZKRDUHVWUXJJOLQJZLWKLQWKHHGXFDWLRQV\VWHP+RZHYHUDOVRWKHWHDFKHUVZKR ZRUNZLWKWKHVHVWXGHQWVDQGIHHOWKDWWKH\IHHODVDWHDFKHUWRVXSSRUWWKHP,H[SHULHQFHG this when I came back to my old primary school for a short internship, and I ran into one of my previous teachers. She began to cry when she recognised me and started to apologise for P\SULPDU\VFKRRO\HDUV6KHH[SODLQHGWKDWVKHGLGQRWNQRZKRZWRFKDQJHWKHVLWXDWLRQ besides correcting my peers and trying to improve my resilience (as if it was my fault that ,ZDVYLFWLPLVHG7KLVLVQRWDQ1 H[DPSOH0DQ\WLPHV,KDYHEHHQDSSURDFKHGE\ teachers to share the results of my dissertation with them, in order for them to feel more supported to meet the needs of students with social, emotional or behavioural challenges. These were teachers participating in my studies or at social engagements, such as a friends SDUW\7KLVQRWLRQLVDOVRUHćHFWHGLQWKHUHFHQWUHSRUWFRQGXFWHGE\WKHJHQHUDOHGXFDWLRQ union of the Netherlands. Based on a large survey, it was concluded that (primary school) teachers support the idea of inclusive education and acknowledge the importance of including students with special educational needs into regular schools, but that they are LQVXIĆFLHQWO\VXSSRUWHGDQGSUHSDUHGWRPHHWWKHDFDGHPLFDQGVRFLDOQHHGVRIHYHU\

this dissertation. I look forward to a career as a pracademic. In this career, I aim to conduct many participatory research in which the perspectives from different beholders are taken LQWRDFFRXQW6SHFLĆFDOO\WKRVHRIVWXGHQWVZKRVWUXJJOHLQWKHHGXFDWLRQV\VWHP:KHUHDV

REFERENCES

, 0XVJUDYH-5HćH[LYLW\LQHGXFDWLRQDOUHVHDUFK,Q=%URZQ +3HUNLQV

(Eds.). Using innovative methods in early years research (pp. 7 – 18). New York, NY: Routledge.

,, 6DYLQ%DGHQ0 0DMRU&+3HUVRQDOVWDQFHSRVLWLRQDOLW\DQGUHćH[LYLW\

,Q06DYLQ%DGHQ &+0DMRU(GVQualitative research: The essential guide to theory and practice (pp. 68 – 83). New York, NY: Routledge.

III. Denscombe, M. (2014). The good research guide: for small-scale social research projects.

5th _{ed. New York, NY: McGraw Hill Education, Open University Press.}

IV. Greenbank, P. (2003). The role of values in educational research: The case for UHćH[LYLW\ %ULWLVK (GXFDWLRQDO 5HVHDUFK -RXUQDO   KWWSGRLZLOH\ FRP

9 GH%RHU$$3LMO6- %LMVWUD-çProjectvoorstel Stichting Kinderpostzegels;

GHVRFLDOHSDUWLFLSDWLHYDQFOXVWHUOHHUOLQJHQLQKHWUHJXOLHUHEDVLVRQGHUZLMV2QGHU]RHN naar interventies’ [Project proposal Stichting Kinderpostzegels; the social participation of students with social-emotional behavioural problems in the regular primary education system: Research to interventions]. Unpublished research proposal.

VI. UNCRPD. (2016). General comment No. 4, Article 24: Right to inclusive education.

5HWULHYHGIURPKWWSZZZUHIZRUOGRUJGRFLGFHKWPO

VII. UNESCO. (2015). Incheon Declaration and SDG4 - Education 2030 Framework for Action.

,QFKHRQ5HWULHYHGIURPKWWSXQHVGRFXQHVFRRUJLPDJHVHSGI

9,,, 6DYLQ%DGHQ0 0DMRU&+5HVHDUFKHUYRLFH,Q06DYLQ%DGHQ &+0DMRU(GVSS1HZ<RUN1<5RXWOHGJH

IX. Algemene Onderwijsbond. (2019). Enquête vijf jaar passend onderwijs [Survey ĆYH \HDUV EHĆWWLQJ HGXFDWLRQ@ 5HWULHYHG IURP KWWSVZZZDREQOZSFRQWHQW XSORDGV(QTX¬WHYLMIMDDUSDVVHQGRQGHUZLMVBZHESGI

Preface 8

Chapter 1 General introduction 16

Chapter 2 Teacher strategies to support the social participation of students

with SEBD in the regular classroom

28

Chapter 3 What do Dutch regular education teachers do to facilitate the social

participation of students with SEBD?

46

Chapter 4 Students’ voices on social participation in regular primary schools 76

Chapter 5 Young students’ perspectives on resolving social exclusion within

regular primary classrooms

100

Chapter 6 The proof of the intervention is in the implementation; A systematic

UHYLHZDERXWLPSOHPHQWDWLRQĆGHOLW\RIFODVVURRPEDVHG

interventions facilitating social participation of students with SEBD 124

Chapter 7 General discussion 148

Appendices References 170

Samenvatting in het Nederlands 192

Dankwoord 200

About the author 211

General introduction

INTRODUCTION

1.1 A brief introduction to the history of inclusive education

6LQFHWKHUDWLĆFDWLRQRIWKH6DODPDQFD6WDWHPHQWWZHQW\ĆYH\HDUVDJRWKHLQWHUQDWLRQDO foundation was made to include all students at regular primary schools (UNESCO, 1994). This means that (regular) schools “should realise that all children learn together, wherever SRVVLEOH UHJDUGOHVV RI DQ\ GLIĆFXOWLHV RU GLIIHUHQFHV WKH\ PD\ KDYH ,QFOXVLYH VFKRROV PXVW recognise and respond to the diverse needs of their students [……] and ensuring quality education to

allëS7KHLPSHWXVRIWKHPRYHWRZDUGVLQFOXVLYHHGXFDWLRQKDVEHHQMXVWLĆHGRQWKH

JURXQGVRIWKHIROORZLQJWKUHHMXVWLĆFDWLRQV)LUVWWKHULJKWWRHGXFDWLRQKDVEHHQMXVWLĆHG by policies such as the Universal Declaration of Human Rights (United Nations General $VVHPEO\DQGWKH:RUOG'HFODUDWLRQRQ(GXFDWLRQ)RU$OO81(6&26HFRQG LWZDVH[SHFWHGWKDWLWZDVOHVVFRVWO\WRHVWDEOLVKDQGPDLQWDLQLQFOXVLYHVFKRROVWKDQ HVWDEOLVKLQJPRUHVSHFLDOVFKRROV$LQVFRZ6OHH %HVW7KLUGLQFOXVLYHVFKRROV could not only provide quality education to all students. These educational settings could realise a social change in which all students are part of society (Farrell, 2000; UNESCO, %HFDXVHVWXGHQWVZLWKVSHFLDOHGXFDWLRQDOQHHGV6(1ZRXOGEHQHĆWIURPWKH opportunities of the interactions and cooperation with typically developing peers in the SULPDU\FODVVURRP)LVKHU5RDFK )UH\.RVWHU3LMOYDQ+RXWHQ 1DNNHQ 3LMO)URVWDG )OHP

7KHODWWHUMXVWLĆFDWLRQKLJKOLJKWVWKDWQRWRQO\WKHDFDGHPLFQHHGVRIVWXGHQWVVKRXOGEH met, but also their social needs and development should be adhered to. The importance of social inclusion has also been stated in the Salamanca Statement (UNESCO, 1994) and the United Nations Convention on the Rights of Persons with Disabilities and Optional Protocol (UNCRPD, 2006). The need to belong to a group is a basic human need (Maslow, 1943; R. M. 5\DQ 'HFL7KLVIHHOLQJRIEHORQJLQJKDVEHHQLQGLFDWHGDVWKHFRQFHSWXDOLVDWLRQ and practical precondition of inclusion (Slee, 2019). Yet, it has been repeatedly established WKDWWKHUHDOL]DWLRQRIVRFLDOLQFOXVLRQDQGWKHIHHOLQJRIEHORQJLQJIRUVWXGHQWVZLWKVRFLDO HPRWLRQDOSUREOHPVRUEHKDYLRXUDOGLIĆFXOWLHV6(%'LQUHJXODUSULPDU\HGXFDWLRQVHWWLQJV UHPDLQVFKDOOHQJLQJIRUWHDFKHUV$YUDPLGLV$YJHUL 6WURJLORV3LQWR%DLQHV  %DNRSRXORX6PHHWVGH%RHUYDQ/RRQ'LNNHUV5RVVHQ /HGRX[,QWKH UHJXODUSULPDU\FODVVURRPVWXGHQWVZLWK6(%'DUHDWULVNRIH[SHULHQFLQJGLIĆFXOWLHVZLWK their social participation in inclusive education systems (Adderley et al., 2015; Henke et DO7KHFKDOOHQJHVUHJDUGLQJVRFLDOSDUWLFLSDWLRQFDQEHFRQWH[WXDOO\VSHFLĆFSHU HGXFDWLRQV\VWHP'HOOè$QQD3HOOHJULQL ,DQHV*¸UDQVVRQ 1LOKROP\HW WKHLQVLJKWVJDLQHGLQWKLVGLVVHUWDWLRQUHODWLQJWRWKH'XWFKHGXFDWLRQDOFRQWH[WFDQEH

1.2 The Dutch education system and inclusive education

The Dutch education system has a long history of differentiated and segregated special education (Pijl, 2016), but also the Dutch educational system is changing towards a more inclusive one. Although the Netherlands is one of the countries that signed the Salamanca Statement, this was not the biggest impulse to change the Dutch education system. The foremost reason for the changes in the Dutch education system was aimed at decreasing the QXPEHURIVWXGHQWVEHLQJUHIHUUHGWRVHJUHJDWHGVSHFLDOVFKRROVDQGWKHDIĆOLDWHGĆQDQFLDO FRVWVRIWKLVVHJUHJDWHGVSHFLDOHGXFDWLRQV\VWHP/HGRX[7KHVHĆQDQFLDOFRVWV were related to how the education system was organised. Students would receive funding IRUH[WUDHGXFDWLRQDOVXSSRUWDWVFKRROEDVHGRQDIRUPDODVVHVVPHQW7KLVĆQDQFLDODQG educational support system has led to an increase in formal diagnosis to provide students ZLWK6(1WKHH[WUDHGXFDWLRQVXSSRUWWKH\UHTXLUHG*XEEHOV&RSSHQV GH:ROI Pijl, 2016). Schools that could provide the appropriate education to these students were not in the region where students lived. Special commuting facilities were organised and funded to arrange that students could go to the special school (Pijl, 2016).

In 1995, the act “Together to School Again” (in Dutch: :HHU 6DPHQ 1DDU 6FKRRO) was

implemented, to stimulate the inclusion of students with mild types of SEN to be integrated into regular education and change the educational funding system (Gubbels et al., 2018; Pijl, )ROORZLQJWKLVDFWWKHê&HQWHUVRI([SHUWLVH$FWëLQ'XWFK:HWRSGHH[SHUWLVHFHQWUD) ZDVLPSOHPHQWHGLQ:LWKWKLVDFWWKHLQFOXVLRQRIVWXGHQWVZLWKPRUHVHYHUHW\SHV of SEN, in regular education was stimulated (de Boer, 2012). Despite the intention of these educational acts stimulating inclusion in regular primary education, the referral of students WRVSHFLDOHGXFDWLRQVHWWLQJVNHSWRQJURZLQJ.RRSPDQ/HGRX[.DUVVHQ0HLMGHQ 3HWLW 3LMO$QH[SODQDWLRQIRUWKLVJURZWKFRXOGEHWKDWVFKRROVZHUHQRWobligated to include and educate students with SEN (Pijl, 2016). To overcome this issue, the act for ê%HĆWWLQJ(GXFDWLRQëLQ'XWFK3DVVHQG2QGHUZLMV) was implemented in 2014 (Ministery of Education Culture and Science, 2014). Now a collaborative network of primary schools share the responsibility and obligation to provide qualitative and equitable education within WKHUHJLRQRIVWXGHQWVZLWKPLOGDQGVHYHUHW\SHVRI6(1(3,&81(6&2:LWK this new act, students with SEN should be included in regular schools when possible and UHFHLYHH[WUDHGXFDWLRQDOVXSSRUWLQRUGHUWRDGKHUHWRWKHLUVSHFLDOHGXFDWLRQDOQHHGV (Ministery of Education Culture and Science, 2014). Students should only be referred to (segregated) special schools when this is in the best interest of their development (Smeets et al., 2017).

:LWKWKHUHFHQWHGXFDWLRQDOFKDQJHVLQWKH1HWKHUODQGVWKH'XWFKHGXFDWLRQV\VWHPLV making a move towards a (more) inclusive education system. The Dutch education system cannot be labelled as an inclusive education system because the Dutch education system contains multiple types of education systems. Also known as a multitrack education system (both regular and special education). By maintaining special segregated schools in the education system, the description of inclusive education does not apply (UNCRPD, 2016; see for details p.4). In this dissertation, the term regular education will be used when referring to regular classrooms in which at least one student with SEN is included. Thereby UHćHFWLQJWKH'XWFKHGXFDWLRQDOFRQWH[W

6WXGHQWVZLWKVRFLDOHPRWLRQDOSUREOHPVRUEHKDYLRXUDOGLIĆFXOWLHV

7KHVWXGHQWSRSXODWLRQZLWKç6(%'èLVGLIĆFXOWWRGHĆQHVLQFHWKHUHLVQRĆ[HGGHĆQLWLRQRI WKLVWHUP(YHQEHWZHHQUHVHDUFKĆHOGVVXFKDVPHGLFDODQGHGXFDWLRQ&RRSHU.DNRV -DFREVDQGEHWZHHQFRXQWULHVGHĆQLWLRQVYDU\YDQGHU:RUSYDQGHU.DPS3LMO %LMVWUD YDQGHQ%RVFK7KHWHUPLVIUHTXHQWO\XVHGDVDQXPEUHOODWHUPZLWKWZR PDLQGLPHQVLRQVLQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHV&RRSHUHWDO *UHVKDP&RRN&UHZV .HUQ.DXIIPDQ /DQGUXP6WXGHQWVZLWK 6(%'FDQSRUWUD\DZLGHUDQJHRIERWKLQWHUQDOLVLQJHJVRFLDOZLWKGUDZDODQ[LHW\DQG GHSUHVVLRQDQGH[WHUQDOLVLQJHJQRQFRPSOLDQFHDJJUHVVLRQDQGLPSXOVLYHEHKDYLRXUV EHKDYLRXUSUREOHPV.DXIIPDQ /DQGUXP/DQGUXP$W\SLFDOFKDUDFWHULVWLF of students with SEBD is that they have problems in social functioning, such as starting DQGPDLQWDLQLQJUHODWLRQVKLSV%DXPLQJHU .DVDULDQGGLVSOD\QRQDJHDGHTXDWH VRFLDOVNLOOV)URVWDG 3LMO/DZV%DWHV)HXHUVWHLQ0DVRQ$SSV :KLWH 7KHVHSUREOHPVDQGGLIĆFXOWLHVLQćXHQFHWKHLUIXQFWLRQLQJLQWKHHGXFDWLRQDOFRQWH[WDQG FRXOGWKHUHIRUHQHJDWLYHO\LQćXHQFHWKHLURSSRUWXQLWLHVIRUSRVLWLYHVRFLDOSDUWLFLSDWLRQ (Avramidis, 2010). The broad description of SEBD implies that students with SEBD are a KHWHURJHQHRXVSRSXODWLRQRIVWXGHQWVZLWKDYDULDWLRQLQWKHVHYHULW\RIGLIĆFXOWLHVDQG SUREOHPV&DQQRQ*UHJRU\ :DWHUVWRQH&RRSHUHWDO

In educational research the term SEBD is commonly used to refer to students “who have mental health problems that disrupt the effective regulation of their social interactions, EHKDYLRXUDQGRUHPRWLRQDOIXQFWLRQLQJWKDWLQWHUIHUHVZLWKWKHVWXGHQWVèRZQGHYHORSPHQW DQGRUOLYHVRIRWKHUVë&DQQRQHWDO&RRSHU &HIDL.DXIIPDQ /DQGUXP 2013). This definition places students and their emotional, affective problems and EHKDYLRXUDOGLIĆFXOWLHVLQWKHVRFLDOFRQWH[WZLWKRXWWKHQHHGIRUDIRUPDODVVHVVPHQW

In this dissertation, the term SEBD is used to refer to individual students who portray a wide range of challenges in their social-emotional development and behaviour, which DUHLGHQWLĆHGE\WKHLUWHDFKHUVRUDVVHVVHGWKURXJKIRUPDODVVHVVPHQWV0LQLVWHU\RI (GXFDWLRQ&XOWXUHDQG6FLHQFH([DPSOHVRIIUHTXHQWO\XVHGFDWHJRULHVRUODEHOVRI social-emotional development and behaviour challenges are hyperactivity, aggressiveness, SHUIRUPDQFHDQ[LHW\DQGH[WUHPHVK\QHVV3OHDVHQRWHWKDWLQWKHFXUUHQW'XWFKHGXFDWLRQ system a student can be indicated as having social-emotional problems and behavioural GLIĆFXOWLHVLQFOXGLQJDIIHFWLYHGLIĆFXOWLHVZKHQWKH\UHFHLYHH[WUDHGXFDWLRQDOVXSSRUW DWVFKRROVSHFLĆFDOO\IRUWKHLUVRFLDOHPRWLRQDORUEHKDYLRXUDOGLIĆFXOWLHVZLWKRXWDIRUPDO assessment (Zweers, 2018).

1.4 Social participation

The consequences and importance of positive social participation have been well GRFXPHQWHGHJ%XNRZVNL0RW]RL 0H\HU/DGG(WWHNDO .RFKHQGHUIHU/DGG 5XELQ%XNRZVNL /DXUVHQ6RFLDOSDUWLFLSDWLRQLVDQLPSRUWDQWDVSHFWRI LQFOXVLYHHGXFDWLRQ$FFRUGLQJWRPXOWLSOHUHVHDUFKHUVHJ%RWWUHOO *RRGZLQ Farrell, 2000; Slee, 2019), an inclusive school is realised when all students actively participate in school activities and are valued as members of the school community. 7KHIROORZLQJIRXUDVSHFWVFKDUDFWHUL]HDSRVLWLYHVRFLDOSDUWLFLSDWLRQVWXGHQWVKDYH reciprocal friendships, 2) positive contact and interactions, 3) accepted by their peers, and 4) having an accurate self-perception of their social participation in the classroom (Bossaert, &ROSLQ3LMO 3HWU\.RVWHU1DNNHQ3LMO YDQ+RXWHQ7KHVHDVSHFWVDUH LQVXIĆFLHQWO\SUHVHQWZKHQWKHVRFLDOSDUWLFLSDWLRQRIDVWXGHQWLVORZRUQHJDWLYH6WXGHQWV ZKRH[SHULHQFHSUREOHPVZLWKRQHRIWKHDVSHFWVRIWKHLUVRFLDOSDUWLFLSDWLRQDUHDWULVNIRU negative academic outcomes, such as early school dropout, and negative social-emotional outcomes, such as depression and other mental health issues (e.g. Bierman, 2004; Rubin HWDO,QDGGLWLRQWKHVHVWXGHQWVDUHDWULVNRIJHWWLQJLQWRFULPLQDOLW\.DXIIPDQ  /DQGUXP7KRPSVRQ 0RUULV'XHWRWKHVKRUWDQGORQJWHUPFRQVHTXHQFHV of low or negative social participation, it is important to aim to facilitate social participation in primary schools effectively.

Most studies regarding the topic of social participation and inclusive education, in regular primary settings, consists out of research conducted on the classroom and the classroom actors, instead of with the classroom actors (teacher and students). Because of this, little is known about how social participation “from within” the regular classroom is approached and, above and beyond, how these approaches are perceived and preferred by the classroom actors themselves.

The aim of this dissertation is, therefore, to unfold the perspectives “from within” the regular primary classroom. In this dissertation, the studies are focussed on how the social participation of students with SEBD is facilitated and how teachers and students perceive different approaches. Therefore, the following three perspectives will be unfolded: the perspective of regular primary teachers, the perspective of students with SEBD and a literature perspective. By taking these diverse perspectives together, this dissertation will come to an overview of empirically-based approaches that adhere to the needs of the teacher and students. This overview is meant to support regular primary teachers in facilitating the social participation of students with SEBD in the regular primary classroom with a (student-oriented) needs-based approach.

1.5 Teachers’ perspectives and strategies to promote social participation

Teachers are acknowledged to have a key role in the facilitation of social participation in WKHLUFODVVURRP$YUDPLGLV 1RUZLFKGH%RHU3LMO 0LQQDHUW0RQVHQ  )UHGHULFNVRQ:LWKWKHLQWHUQDWLRQDODQGQDWLRQDOHGXFDWLRQDOSROLF\FKDQJHVWKH classroom setting has changed due to the large diversity of the student population. Teachers KDYHLQGLFDWHGWKDWWHDFKLQJDQLQFOXVLYHFODVVURRPLVGLIĆFXOW$OJHPHQH2QGHUZLMVERQG *RHL .OHLMQHQ6PHHWVHWDO6ZDLQ1RUGQHVV /HDGHU-DQVVHQ The most heard challenges of teaching an inclusive classroom are that teachers lack time, additional classroom support, hands-on strategies, and knowledge to provide adequate support to students who require additional educational support, such as students with 6(%'$OJHPHQH2QGHUZLMVERQG*RHL .OHLMQHQ

7KHVFLHQWLĆFOLWHUDWXUHSURYLGHVDVXEVWDQWLDOERG\RIHGXFDWLRQDOUHVHDUFKGHVLJQLQJ evaluating and recommending interventions and strategies to support teachers teaching DQ LQFOXVLYH FODVVURRP HJ %HOOLQL 3HWHUV %HQQHU  +RSI  'XUODN :HLVVEHUJ '\PQLFNL7D\ORU 6FKHOOLQJHU7KRPSVRQ 0RUULV$ćDZLQERWKLQFOXVLYH education literature and research is that these mostly focus on controlling the disruptive DQGFKDOOHQJLQJEHKDYLRXURIVWXGHQWVZLWK6(%'%URSK\%URSK\ 0F&DVOLQ &RRSHU'XUODN:HLVVEHUJ 3DFKDQWKHUHE\QRWSURYLGLQJLQWHUYHQWLRQV and hands-on strategies for teachers to facilitate social participation. New interventions DUHQRWQHHGHGWRDGGUHVVWKHFKDOOHQJHVWKDWWHDFKHUVH[SHULHQFHEXWWRDVVHVVZKDW is being done by teachers to facilitate the social participation of students with SEBD. However, little is known about what teachers do in the regular classroom to facilitate the social participation of students with SEBD. Additionally, there are no insights regarding the (perceived) effectivity of these teacher strategies, as perceived by teachers.

9RLFHVRIVWXGHQWZKRH[SHULHQFHGLIĆFXOWLHVLQVRFLDOSDUWLFLSDWLRQ

Another important perspective from within the classroom is the perspective of the student $LQVFRZ 0HVVLRX0HVVLRX3HDUVRQ'HVSLWHDQLQFUHDVHLQWKH acknowledgement of students’ voices and participation, educational reforms are still

mainly conducted on students, rather than withVWXGHQWV*LOOHWW6ZDQ 6DUJHDQW

The importance and need to include students in the development of education has been XQGHUOLQHGLQPXOWLSOHSROLFLHVDQGFRQYHQWLRQVRYHUWKHSDVW\HDUV([DPSOHVDUH$UWLFOH of the United Nations Convention on the Rights of the Child (UNICEF, 1989), the Convention on the Rights of Persons with Disabilities and Optional Protocol (UNCRPD, 2006) and, more recently, the Incheon Declaration: Education 2030 (UNESCO, 2015). Although unfolding students’ perspective has gained increased attention, studies addressing social SDUWLFLSDWLRQIUHTXHQWO\XVHGVHOIUHSRUWTXHVWLRQQDLUHVHJ%DXPLQJHU .DVDUL 6WXGLHVLQFOXGLQJWKHSHUVSHFWLYHVRIVWXGHQWVZLWK6(%'FRQWLQXHWREHUDUH&HIDL  &RRSHU0LFKDHO )UHGHULFNVRQ7KLVLVQRWLQOLQHZLWKWKHDERYHPHQWLRQHG declarations, which underline that it is not a question whether students should participate and should be included in educational research and developments, but rather how this can be accomplished and that it is necessary to follow up on gained insights based on the perspectives of students.

To our best knowledge, students with SEBD have not been given the opportunity to share their perceptions regarding the facilitation of social participation within the inclusive FODVVURRPVRIDU.QRZOHGJHDERXWVWXGHQWVèSHUVSHFWLYHLVWKHUHIRUHODFNLQJ/LVWHQLQJWR WKHH[SHULHQFHVRIVWXGHQWVZLOOSURYLGHUHVHDUFKRXWSXWWKDWPHHWVWKHQHHGVRIVWXGHQWV EHFDXVHLWLVPHDQLQJIXOIRUWKHP6DUJHDQW6DUJHDQW *LOOHWW6ZDQ7KLVLV also in line with youth (student) participation and voice inclusive practices (Rap, Verkroost, %UXQLQJ6DUJHDQW6DUJHDQW *LOOHWW6ZDQ:LWKWKLVGLVVHUWDWLRQZH aim to bridge this gap in knowledge by actively including students with SEBD in the studies and listen to their voices.

1.7 Literature perspective to facilitate social participation within the

classroom

The perspectives mentioned above provide the opportunity to unfold how social participation is approached “from within” the regular primary classroom, using a bottom-XSDSSURDFK1HYHUWKHOHVVLQIRUPDWLRQIURPH[LVWLQJOLWHUDWXUHDERXWLQWHUYHQWLRQVWXGLHV that addressed social participation, should not be discarded. Based on these intervention studies, the following question could be answered: which approaches, and intervention components are effective to facilitate social participation in the inclusive classroom? Review studies have indicated that the answer to this question is rather weak (Durlak et al., 2011; *DUURWH6HUPLHU'HVVHPRQWHW 0RVHU2SLW]4XLQQ.DYDOH0DWKXU5XWKHUIRUG )RUQHVV0DQLIROGUHDVRQVKDYHEHHQRIIHUHGWRH[SODLQWKHVHGLVDSSRLQWLQJ results, such as the use of different populations (Maag, 2006); different measurements XVHGWRDVVHVVFKDQJHVDQGHIIHFWLYHQHVVLELGDSSO\LQJDRQHVL]HĆWVDOODSSURDFKE\ LPSOHPHQWLQJDVWDQGDUGL]HGLQWHUYHQWLRQ*UHVKDP*UHVKDP (OOLRWWRU WKDWWHDFKHUVDGDSWHGWKHLQWHUYHQWLRQLQRUGHUWRĆWWKHFRQWH[WXDOYDULDEOHVVXFKDV VWXGHQWWHDFKHUDQGFODVVURRPFKDUDFWHULVWLFV6XWKHUODQG0F/HRG&RQUR\ &R[ :KLOHDOOWKHVHH[SODQDWLRQVDUHSXWIRUZDUGDVYDOLGLWLVXQNQRZQLIDQGKRZLQWHUYHQWLRQ components are effective to facilitate the social participation of students with SEBD, when implemented by the regular primary teacher. It is known that teachers make adaptations during the implementation of interventions because they need to adapt the intervention WRĆWWKHFODVVURRPFRQWH[W6XWKHUODQGHWDO7KHVHDGDSWDWLRQVZLOOLQćXHQFHWKH RXWFRPHRIWKHLQWHUYHQWLRQ)OD\HWDO0RLU6PRONRZVNL6WU\FNHU 6HHOH\

2013) because teachers do not adhere to the LPSOHPHQWDWLRQĆGHOLW\ of an intervention.

7KH FRQFHSW RI LPSOHPHQWDWLRQ ĆGHOLW\ UHIHUV WR WKH GHJUHH WR KRZ DQ LQWHUYHQWLRQ LV implemented and if this is conducted as to how the designers of the intervention intended 'KLOORQ'DUURZ 0H\HUV'XUODN 'X3UH0F.HQQD)ORZHU $GDPVRQ 2016; O’Donnell, 2008). This type of information from the literature, about the intervention LPSOHPHQWDWLRQĆGHOLW\ZLOOSURYLGHWHDFKHUVZLWKLPSRUWDQWGHWDLOVWRHIIHFWLYHO\WDLORU WKHLU DSSURDFKHV WR PHHW WKH VRFLDO SDUWLFLSDWLRQ QHHGV RI VWXGHQWV )XFKV )XFKV  &RPSWRQ0DDJ3DUWRILPSOHPHQWDWLRQĆGHOLW\LVWRLQFOXGHWKHSHUVSHFWLYHV RIERWKWKHLPSOHPHQWDWLRQDJHQWWHDFKHUDQGLQWHUYHQWLRQEHQHĆFHQWVWXGHQWV0F.HQQD et al., 2016).

1.8 Objectives and outline of the dissertation

As set out above, there is a lack of insights into how social participation “from within” the regular classroom is facilitated, how these different approaches are perceived by teachers and students and how effective these approaches are. These insights, “from within” the classroom, are needed to increase the social participation of students with SEBD. Notwithstanding, an overview of approaches “from within” the classroom will contribute to the request by teachers for hands-on strategies to facilitate social participation.

The objective of this dissertation is, therefore to gain more insights regarding how the social participation of students with SEBD is (effectively) facilitated and how teachers and students perceive different approaches. In pursuance to acquire these insights “from within” the classroom, a bottom-up approach is applied to bridge theory to practice and to enhance the social participation of students with SEBD by unfolding three perspectives: 1) teacher perspective, 2) student perspective and 3) literature perspective. This dissertation consists RIVHYHUDOVWXGLHVLQZKLFKWKHVHSHUVSHFWLYHVDUHH[SORUHGDQGLVRUJDQLVHGDVIROORZV The dissertation starts with a focus on teachers’ perspectives on the social participation of students with SEBD (Chapters 2 and 3). Using a qualitative focus group study (Chapter 2) the aim was to identify which strategies are suggested by regular primary teachers to facilitate the social participation of students with SEBD in the regular classroom and to investigate whether different strategies were suggested for students with internalising DQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHV%DVHGRQWKHDQDO\VLVRIWKHIRFXVJURXSVWXG\ a conceptual model of teacher’s strategies for promoting social participation (TS-SP) was constructed. This model consists of 44 teacher strategies and is used to develop and evaluate an instrument to measure the perceived teacher effectiveness. The development and evaluation of the instrument and the assessment which strategies are applied by regular primary teachers are presented in Chapter 3 via two interlinked quantitative studies.

The perspective of students with SEBD on their social participation in the classroom has EHHQH[SORUHGLQ&KDSWHUVDQG%RWKFKDSWHUVSUHVHQWDTXDOLWDWLYHVWXG\,QChapter 4, students from grade 5 and 6 (age range 10 – 13 years), with SEBD, were interviewed to share WKHLUSHUVSHFWLYHVDERXWWKHLUH[SHULHQFHVZLWKYLFWLPLVDWLRQDQGVRFLDOH[FOXVLRQLQWKH regular classroom and 2) the approaches they applied and preferred resolving these social problems. The students participating in this study either attended regular primary education or segregated special primary education. In Chapter 5WKHĆQGLQJVRIDQH[SORUDWLYHVWXG\ are presented. In this study, perspectives and needs of students from grade 1 and 2 (age range 6 – 8 years) with or at-risk of SEBD, were unfolded via interactive interviews.

,Q RUGHU WR H[SORUH WKHLU SHUVSHFWLYHV DQG QHHGV WKH VWXGHQWV VRUWHG  VWDWHPHQWV RXWOLQLQJ DSSURDFKHV IRU UHVROYLQJ VRFLDO H[FOXVLRQ DQG YLFWLPLVDWLRQ VLWXDWLRQV 7KHVH statements were deduced from the students’ perspective study in Chapter 4.

7KHĆQDOSHUVSHFWLYHDSHUVSHFWLYHIURPWKHOLWHUDWXUHLVWDNHQLQWKHODVWFKDSWHUChapter 6). In this chapter, a systematic literature review is reported of intervention studies that have been implemented by regular primary teachers and includes details regarding WKH LPSOHPHQWDWLRQ ĆGHOLW\ RI WKH LQWHUYHQWLRQV :LWK WKH FULWHULRQ WKDW WHDFKHUV KDG implemented the intervention, the literature perspective stems “from within” the classroom.

This dissertation ends with a general discussion (Chapter 7) in which the results of the studies representing the three different perspectives, are integrated and discussed. In DGGLWLRQUHćHFWLRQVVWUHQJWKVDQGOLPLWDWLRQVRIWKHGLVVHUWDWLRQVWXGLHVDUHGLVFXVVHG The general discussion ends with implications and recommendations for future research and educational practice.

Teacher strategies to support the social

participation of students with SEBD in the

regular classroom

A slightly adapted version of this chapter is published as: de Leeuw, R. R., de Boer, A.

A., Bijstra, J., & Minnaert, A. E. M. G. (2018). Teacher strategies to support the social

participation of students with SEBD in the regular classroom. European Journal of Special

Needs Education, 33(3), 412-426. DOI: 10.1080/08856257.2017.1334433

ABSTRACT

,WLVNQRZQWKDWVFKRROWHDFKHUVKDYHGLIĆFXOWLHVVXSSRUWLQJVWXGHQWVZLWK6(%'LQLQFOXVLYH classroom settings. Despite the literature providing strategies for schoolteachers, little is NQRZQDERXWVWUDWHJ\XVHLQGDLO\SUDFWLFHWRLQćXHQFHWKHVRFLDOSDUWLFLSDWLRQRIVWXGHQWV with SEBD, and whether different strategies are used for students with different types of SEBD. Accordingly, the aim of this study was twofold: 1) to identify which strategies are VXJJHVWHGE\SULPDU\VFKRROWHDFKHUVDVLQćXHQFLQJWKHVRFLDOSDUWLFLSDWLRQRIVWXGHQWV with SEBD in the inclusive classroom; and 2) to investigate whether primary schoolteachers VXJJHVWGLIIHUHQWVWUDWHJLHVIRUVWXGHQWVZLWKLQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUDO GLIĆFXOWLHV 4XDOLWDWLYH GDWD ZHUH FROOHFWHG WKURXJK IRFXV JURXS PHHWLQJV ZLWK 'XWFK SULPDU\VFKRROWHDFKHUV1b bDQGDQDO\VHGZLWKDPXOWLJURXQGHGWKHRU\DSSURDFK This resulted in a conceptual model demonstrating that the participants not only suggest strategies primarily focused on supporting social participation but also suggest pre-FRQGLWLRQDOVWUDWHJLHVGHVSLWHWKHGLIIHUHQFHVEHWZHHQLQWHUQDOLVLQJDQGH[WHUQDOLVLQJ EHKDYLRXUDOGLIĆFXOWLHVLQWHUPVRIFKDUDFWHULVWLFVDQGQHHGV7KHUHVXOWVDUHGLVFXVVHGLQ OLJKWRIIXUWKHULQYHVWLJDWLRQIRUVFKRROWHDFKHUVXSSRUWWRPHHWWKHVSHFLĆFDFDGHPLFDQG social needs of all students, with or without SEBD.

INTRODUCTION

As a result of the trend for inclusive education, a broad diversity of students are educated in regular classrooms. One of the reasons for including students with SEN in regular education stems from the belief that attending special segregated education leads to segregation from the community and decreases the opportunities for social inclusion, whereas regular HGXFDWLRQLVH[SHFWHGWROHDGWRVRFLDOLQFOXVLRQ)LVKHUHWDO7KH1HWKHUODQGVLV IROORZLQJWKHLQFOXVLYHHGXFDWLRQWUHQGDQGLPSOHPHQWHGWKHDFWIRUê%HĆWWLQJ(GXFDWLRQë in 2014. As a consequence, schools in the Netherlands are required to provide educational support to students with all types of disabilities (Ministery of Education Culture and Science, 2014). A student is only referred to as segregated special education if the academic and social needs of a student cannot be met. The changes in the Dutch education policies are in line with international policies, such as the Salamanca Statement (UNESCO, 1994), which FOHDUO\VSHFLĆHVWKDWêWKRVHZLWKVSHFLDOHGXFDWLRQDOQHHGVPXVWKDYHDFFHVVWRUHJXODU schools which should accommodate them within a child-centred pedagogy capable of meeting these needs (VIII)”. Translated into the daily school practice, this means that schoolteachers need to facilitate the inclusion of all students and meet their academic and social needs.

An important effort in the implementation of inclusive education was encouraging the social inclusion of students with different kinds of disabilities who were previously educated at different schools (UNCRPD, 2006; UNESCO, 1994). It was reasoned that social inclusion would be promoted by removing physical barriers and encouraging opportunities for LQWHUDFWLRQDQGFRRSHUDWLRQEHWZHHQVWXGHQWVZLWKDQGZLWKRXW6(1.RVWHU1DNNHQHW al., 2009; Pijl et al., 2008). This reasoning is in line with achieving successful social inclusion, as described by Farrell (2000). He states that in order to establish social inclusion, students with SEN need to be included fully, by taking a full and active part in the life of the regular school and that students should be seen as valued members of the school community. This means that all students, regardless of their needs, need to be socially accepted and participating fully in their school and classes. However, social inclusion is not simply realised by eliminating physical barriers, such as segregated schools (Derrick Armstrong, Armstrong, 6SDQGDJRX3LMOHWDO6ZDLQHWDO

For social inclusion, in the classroom, it is necessary to be part of the class as a participant. %DVHGRQWKHOLWHUDWXUHUHYLHZRI.RVWHUHWDOWKHIROORZLQJIRXUPDLQDVSHFWVDUH LGHQWLĆHGDVSDUWRIWKHGHĆQLWLRQRIVRFLDOSDUWLFLSDWLRQIULHQGVKLSLQWHUDFWLRQVRFLDOVHOI perception and acceptance by classmates.

7KLVGHĆQLWLRQLQGLFDWHVWKDWVRFLDOSDUWLFLSDWLRQLVRSWLPDOZKHQDVWXGHQWKDVDIHZIULHQGV positive social contacts and interactions with other classmates, and a sense of belonging .RVWHU1DNNHQHWDO

Positive social participation is of great importance to students’ development, regardless of their SEN. Positive social participation leads to a sense of belonging and better academic SHUIRUPDQFH%LHUPDQ%OXP /LEEH\'LIĆFXOWLHVLQVRFLDOSDUWLFLSDWLRQFDQ lead to negative effects in both the short and the long term, such as mental, behavioural, DQG VRFLDO GHYHORSPHQW SUREOHPV DQG IHHOLQJV RI GHSUHVVLRQ %DJZHOO 1HZFRPE  %XNRZVNL%DXPHLVWHU /HDU\%LHUPDQ1HZFRPE%XNRZVNL 3DWWHH 2OGHQEXUJ%RVPDQ 9HHQVWUD$GGLWLRQDOO\VWXGHQWVZLWKQHJDWLYHVRFLDO SDUWLFLSDWLRQDUHDWJUHDWHUULVNRIFRQWDFWZLWKFULPLQDOLW\.DXIIPDQ /DQGUXP Studies of the social participation of students with SEN in the inclusive classroom indicate WKDWåRIWKHVHVWXGHQWVH[SHULHQFHGLIĆFXOWLHVZLWKVRFLDOSDUWLFLSDWLRQGH%RHU 1HZFRPEHWDO3LMOHWDO5XLMV3HHWVPD YDQGHU9HHQ6WXGHQWV ZLWK6(%'DUHSDUWLFXODUO\OLNHO\WRH[SHULHQFHGLIĆFXOWLHVLQWKHLUVRFLDOSDUWLFLSDWLRQLQ WKHUHJXODUFODVVURRP)DONPHU*UDQOXQG1LOKROP )DONPHU6FKZDE*HEKDUGW .UDPPHU  *DVWHLJHU.OLFSHUD  6WXGHQWV ZLWK 6(%' KDYH IHZHU IULHQGVKLSV $YUDPLGLVH[SHULHQFHPRUHORQHOLQHVV%RVVDHUW&ROSLQ3LMO 3HWU\DQGDUH less accepted in comparison with their typically developing peers (Schwab et al., 2015). The IROORZLQJGHVFULSWLRQLVZLGHO\XVHGZKHQUHIHUULQJWRVWXGHQWVZLWK6(%'çDVWXGHQWZKR H[KLELWVGLIĆFXOWLHVLQWKHHIIHFWLYHUHJXODWLRQRIWKHLUVRFLDOLQWHUDFWLRQVEHKDYLRXUDQGRU HPRWLRQDOIXQFWLRQLQJWKDWLQWHUIHUHVZLWKWKHVWXGHQWVèRZQGHYHORSPHQWDQGRUOLYHVRI RWKHUVè&RRSHU&RRSHU &HIDL.DXIIPDQ /DQGUXP7KHEHKDYLRXUDO GLIĆFXOWLHVRIVWXGHQWVDUHPRVWO\GLYLGHGLQWRWZRFDWHJRULHVQDPHO\LQWHUQDOLVLQJHJ ZLWKGUDZDODQ[LHW\DQGGHSUHVVLRQDQGH[WHUQDOLVLQJHJDJJUHVVLRQLPSXOVLYLW\DQG K\SHUDFWLYLW\ EHKDYLRXUDO GLIĆFXOWLHV 7KH LQWHUQDOLVLQJ DQG H[WHUQDOLVLQJ EHKDYLRXUDO GLIĆFXOWLHVDUHOHVVVRFLDOO\GHVLUDEOH.DXIIPDQ /DQGUXPDQGFRXOGWKHUHIRUH QHJDWLYHO\LQćXHQFHWKHRSSRUWXQLWLHVIRUSRVLWLYHVRFLDOSDUWLFLSDWLRQ$YUDPLGLV The effect of the schoolteacher on the students’ social participation should not be RYHUORRNHG&RRSHU&RRSHU &HIDLGH%RHUHWDO3RXORX ,QGHHGVFKRROWHDFKHUVDUHWKHĆUVWSHUVRQVREVHUYLQJGLIĆFXOWLHVLQVRFLDOSDUWLFLSDWLRQ However, Evans, Harden, and Thomas (2004) concluded in their review study, about schoolteacher strategies, that none of the reviewed studies focused on enhancing the social participation of students with SEBD. Most training programs and interventions are focused

VXSSRUWHGZLWKWKHLUDFDGHPLFSUREOHPVDQGXQGHUDFKLHYHPHQW$OPRJ 6KHFKWPDQ %URSK\ 0F&DVOLQ&RRSHU'HUULNV/HGRX[2YHUPDDW (FN (OOLRWW:LWW*DOYLQ 3HWHUVRQ(YDQVHWDO6SLOW .RRPHQYDQGHU :ROI YDQ%HXNHULQJ:HVWOLQJDQGDUHQRWIRFXVHGRQSURPRWLQJVWXGHQWVè social participation. Despite the substantial amount of literature and interventions designed to support schoolteachers on educating students with SEBD (Durlak et al., 2010; Maag, 4XLQQHWDODQGDSRVLWLYHVHOIHIĆFDF\WRZDUGVHGXFDWLQJVWXGHQWVZLWK 6(%'HJ6PHHWV/HGRX[5HJWYRRUW)HOL[ /RXVUHVHDUFKKDVLQGLFDWHGWKDW VFKRROWHDFKHUVVWUXJJOHZLWKVWXGHQWVZLWK6(%'LQWKHUHJXODUFODVVURRP*RHL .OHLMQHQ :HVWOLQJ

If schoolteachers do address social participation of students with SEBD, differentiation is necessary given the differences in characteristics and needs of students with internalising DQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHV.DXIIPDQ /DQGUXP0RRLM 6PHHWV 2009). A few studies have found distinct patterns in teacher strategies per type of SEBD %URSK\  0F&DVOLQ  &RRSHU  YDQ GHU :ROI  YDQ %HXNHULQJ  7KH ĆQGLQJVRIWKHVHVWXGLHVDUHLQOLQHZLWKWKHUHDVRQLQJWKDWVWXGHQWVZLWKGLIIHUHQWW\SHV RI6(%'ZRXOGQRWEHQHĆWIURPçRQHVL]HĆWVDOOèDSSURDFKHV+RZHYHUWKLVGLIIHUHQFHLQ VWUDWHJ\XVHIRULQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHVLVUDUHO\IRXQGLQ RWKHUVWXGLHV0DDJ0RRLM 6PHHWV6FKRHQIHOG -DQQH\5HJDUGLQJ the differences between the characteristics and needs of students with internalising and H[WHUQDOLVLQJGLIĆFXOWLHVZHH[SHFWWKDWDRQHVL]HĆWVDOODSSURDFKZRXOGQRWEHVXLWDEOH IRUERWKLQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHV

,QVXPPDU\VWXGHQWVZLWK6(%'H[SHULHQFHGLIĆFXOWLHVZLWKVRFLDOSDUWLFLSDWLRQLQUHJXODU FODVVURRPVLWXDWLRQV3ULPDU\VFKRROWHDFKHUVFDQSOD\DQLPSRUWDQWUROHLQLQćXHQFLQJWKH social participation of their students. The literature provides strategies and interventions to support primary school teachers. However, these strategies and interventions are focused on educational adaptations, such as classroom and behaviour management, or are focused on controlling the disruptive behaviour of students with SEBD. These interventions often neglect the opportunity to improve the social participation of students with SEBD. It is unclear which strategies primary school teachers use in their daily practice, and if strategies DUHXVHGZKHWKHUSULPDU\VFKRROWHDFKHUVXVHDçRQHVL]HĆWVDOOèDSSURDFKWRDGGUHVVWKH VRFLDOSDUWLFLSDWLRQRIVWXGHQWVZLWKLQWHUQDOLVLQJRUH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHV together or different strategies which take the students’ different characteristics and needs into account.

This study aims to gain greater insight into primary schoolteachers’ strategy use by DQVZHULQJWKHIROORZLQJWZRUHVHDUFKTXHVWLRQV:KLFKVWUDWHJLHVGRUHJXODUSULPDU\ VFKRROWHDFKHUVVXJJHVWWRLQćXHQFHWKHVRFLDOSDUWLFLSDWLRQRIVWXGHQWVZLWK6(%'"$QG Do primary schoolteachers suggest different strategies to promote the social participation RIVWXGHQWVZLWKLQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHV"

METHOD

2.1.1 Design

A qualitative study was conducted to answer the research questions. Data for this study were collected using focus group meetings with Dutch primary school teachers. Focus groups are used as a qualitative research method to collect data created by group dynamics EHFDXVH LW LV H[SHFWHG WKDW WKH IRFXV JURXSV ZLOO SURYLGH ULFKHU GDWD WKDQ LQGLYLGXDO LQWHUYLHZVRUTXHVWLRQQDLUHV%D]HOH\:HH[SHFWWKDWWKHVXEFRQVFLRXVNQRZOHGJH RIWKHSDUWLFLSDQWVZLOOEHDGGUHVVHGGXULQJWKHGLVFXVVLRQVRIWKHJURXS:DQJ6X +VLHK 2011). For the analyses of the qualitative data, a multi-grounded theory approach was used *ROGNXKO &URQKROP7KLVDSSURDFKLVDQH[WHQVLRQRIJURXQGHGWKHRU\DQGDOORZV XVWRFRPELQHGHGXFWLYHDQGLQGXFWLYHFRGLQJLELG7KLVPHDQVWKDWH[LVWLQJWKHRU\VXFKDV the concepts of social participation, can be taken into account and include data that cannot EHFRGHGEDVHGRQWKHH[LVWLQJWKHRU\

Regarding the inductive coding, the strategies provided by the focus groups were V\VWHPDWLFDOO\DQGYLDLWHUDWLRQFRGHGE\WKHĆUVWWZRDXWKRUV&KDUPD]'XULQJ WKHFRGLQJSURFHVVWKHĆUVWDXWKRUFDUULHGRXWDOOWKHFRGLQJLQUHJXODUFRQWDFWZLWKWKH VHFRQGDXWKRUIXUWKHUUHIHUUHGWRDVçWKHUHVHDUFKHUVè

2.1.2 Participants

Seven focus groups were included in this study. The meetings with these groups were held IURP-DQXDU\WR0D\7KHVL]HRIWKHIRFXVJURXSVYDULHGIURPWRSDUWLFLSDQWV$OO WKHSDQHOVZHUHJXLGHGE\DPRGHUDWRUWKHĆUVWWZRDXWKRUVRUDQLQVWUXFWHGFROOHDJXH The following inclusion criteria were used to select the participants for the focus groups:

• The participant works at a (regular) primary school;

ï7KHSDUWLFLSDQWKDVH[SHULHQFHRIWHDFKLQJVWXGHQWVZLWK6(%'LQDUHJXODUHGXFDWLRQ setting.

A total of 41 participants participated in the focus groups. At the time of data collection, PRVWSDUWLFLSDQWV1b bZHUHUHDGLQJIRUD0DVWHUèVGHJUHHLQDSSOLHGVFLHQFH2QH participant was reading for a Master’s degree in Educational Sciences, and two participants had already completed their Master’s degrees in SEN. See Table 2.1 for the demographics of the participants.

Table 2.1 Demographics of participants

Demographics Primary schoolteachers (1b b

Gender Male (Nb b

Female (Nb b

Age 22–55 years (Mb b

Teaching experience 1–30 years (Mb b

2.1.3 Procedure of focus group meetings

The participants were asked to prepare a real-life case. This case had to be based on RQH RI WKHLU VWXGHQWV ZKR H[SHULHQFHG VSHFLĆF GLIĆFXOWLHV LQ WKH VRFLDO SDUWLFLSDWLRQ and were stated as having, or at risk of a psychiatric of SEBD. Based on the participants’ LQSXWWZRFDVHVRQHRIDVWXGHQWZLWKLQWHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHVDQGRQHRID VWXGHQWZLWKH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHVZHUHVHOHFWHGSHUIRFXVJURXSE\WKH PRGHUDWRUEDVHGRQEHVWĆWIRUWKHLQFOXVLRQFULWHULDWKDWDFDVHVKRXOGEHDERXWWKHVRFLDO participation problems and classroom management or questions related to coping advice IRUWKHEHKDYLRXUDOGLIĆFXOWLHVRIWKHFDVH

At the beginning and during the focus group meetings, the participants were informed or reminded that the focus of the study and the meeting was on gaining greater insights into ZKDWSULPDU\VFKRROWHDFKHUVGRWRLQćXHQFHWKHVRFLDOSDUWLFLSDWLRQRIVWXGHQWVZLWK6(%' 'XULQJWKHIRFXVJURXSPHHWLQJVHDFKFRQWULEXWRUH[SODLQHGKLVRUKHUFDVH7KHFDVH ZDVWKHQGLVFXVVHGDFFRUGLQJWRWKHLQFLGHQWPHWKRGSULQFLSOHV0LOXV2RVW +ROOHPDQ 2006). This method is often used in tutor groups to establish a group recommendation for the contributor (i.e. the participant presenting a case). The incident method consists of four phases: (1) information phase, (2) situation analysis phase, (3) decision phase, and (4) discussion phase. The participants were asked to formulate recommendations to the contributor throughout the decision phase. All the participants, including the contributor, were asked to write their strategies and recommendations on post-it notes before sharing these with the group. These post-it notes were collected, whereas these strategies and recommendations are the principal part of the data collection.

The participants were asked to permit the recording of the sessions using a voice-recorder. Through this, it was possible to capture any strategies which were formulated during the discussions in one of the other phases. One focus group did not give permission for this. As DFRQVHTXHQFHRIWKLVWKHPRGHUDWRURIWKDWIRFXVJURXSWRRNH[WUDQRWHV7KHĆUVWDXWKRU listened carefully to the recordings from the other focus groups, which resulted in a few additional strategies.

2.1.4 Coding procedure and analysis

7KHĆUVWVWHSLQWKHGDWDSUHSDUDWLRQZDVWRGLJLWDOLVHDOOWKHVWUDWHJLHVIRUPXODWHGGXULQJ WKHIRFXVJURXSPHHWLQJVDQGUHPRYHVWUDWHJLHVZKLFKZHUHRYHUO\FDVHVSHFLĆFRUZKLFK covered the same content and could be regarded as duplicates.

5HJDUGLQJ WKH PXOWLJURXQGHG WKHRU\ WKH IRXU FRQFHSWV IURP WKH GHĆQLWLRQ RI VRFLDO SDUWLFLSDWLRQ.RVWHU1DNNHQHWDOZHUHVHQVLWLVHGWRFRGHWKHVWUDWHJLHVPHQWLRQHG (see Table 2.2). These sensitised concepts were used to code the strategies based on FRQFHSWVGUDZQIURPH[LVWLQJWHUPLQRORJ\EXWVWD\LQJFORVHWRWKHPHDQLQJDQGFRQWHQWRI the data itself (Flick, 2014). The sensitised concepts were slightly adjusted to be in line with the wording of the participants. The strategies which could not be coded using the sensitised FRQFHSWZHUHFRGHGOLQHE\OLQHLQYLYRWRHQVXUHWKDWQRGDWDZRXOGEHH[FOXGHG&RUELQ 6WUDXVV7KHVHUHPDLQLQJVWUDWHJLHVZHUHFRGHGYLDWKHSKDVHVRIRSHQFRGLQJDQG D[LDOFRGLQJ2SHQFRGLQJPHDQVWKDWWKHGDWDDUHEURNHQGRZQLQWRFRGHVZKLFKDUHFORVHO\ UHODWHGWRWKHRULJLQDOGDWDZKLOHDWWKHD[LDOFRGLQJSKDVHWKHGDWDDQGFRGHVDUHFRPELQHG LQWRXQGHUO\LQJUHODWLRQVKLSV)OLFN7KH&RKHQèV.DSSDZDVFDOFXODWHGEHIRUHWKH D[LDOFRGLQJSKDVHEHJDQWRFRQWUROIRUWKHLQWHUUDWHUUHOLDELOLW\7KHĆUVWUHVHDUFKTXHVWLRQ could be answered based on this procedure.

To answer the second research question, the researchers went back to the original strategies and counted the number of times the main code was allocated to a strategy PHQWLRQHGE\WKHSDUWLFLSDQWVLQUHODWLRQWRHLWKHUWKHLQWHUQDOLVLQJRUWKHH[WHUQDOLVLQJ case. To test whether there were differences in the proportion of codes between the two W\SHVRIEHKDYLRXUGLIĆFXOWLHVDWZRSURSRUWLRQVDQDO\VLVZDVFRQGXFWHG:HXVHGDQDOSKD OHYHORIWRGHWHUPLQHZKHWKHUWKHGLIIHUHQFHZDVVLJQLĆFDQW

RESULTS

2.2 Results of the coding process

A total of 286 strategies were formulated during the focus group meetings. After data SUHSDUDWLRQVWUDWHJLHVUHPDLQHGDVVWUDWHJLHVZHUHWRRFDVHVSHFLĆFRUFRYHUHG WKHVDPHFRQWHQW7KHUHVHDUFKHUVKDGDQLQWHUUDWHUUHOLDELOLW\RINb bDWWKHHQG RIWKHRSHQFRGLQJSKDVH7KHVOLJKWGLIIHUHQFHLQWKHFRGLQJFRXOGEHH[SODLQHGE\WKH fact that one of the researchers had used multiple codes for a single strategy, whereas the other researcher had coded all those strategies with a single code. After discussing the outcomes, the researchers agreed to allow the multiple coding. After this agreement, the D[LDOFRGLQJSKDVHZDVEHJXQ7KHFOXVWHUHGVWUDWHJLHVZHUHUHSKUDVHGLQWRDPDLQVWUDWHJ\ ZLWKDGHVFULSWLRQZKLFKIXQFWLRQVDVDGHĆQLWLRQUHVXOWLQJLQPDLQVWUDWHJLHV

2.2.1 Strategies suggested by teachers

The results show that the primary schoolteachers suggested a wide range of strategies VHH7DEOH)RUH[DPSOHWKHSDUWLFLSDQWVPHQWLRQHGWKDWWKH\ZRXOGWU\WRLPSURYHWKH students’ social skills through via correcting or praising the students or teaching a lesson ZKLFKVSHFLĆFDOO\IRFXVHGRQKRZWRSOD\DQGZRUNWRJHWKHU0RUHRYHUWKHSDUWLFLSDQWV indicated that they would discuss the student in their team and that positive parent contact is needed.

Table 2.2 Sensitized concepts of social participation

Theme Subtheme Description of theme or subtheme

Friendships and relationships

- Aiming to encourage friendships in the

classroom. These strategies can be initiated by the schoolteacher, classmate or the student.

Contacts and interaction

Playing together - Aiming to encourage playing together (inside and/or

outside) with one or more classmates.

:RUNLQJbWRJHWKHU - Aiming to encourage collaboration in academic tasks with classmates.

Acceptance by classmates

- Aiming to improve the social position/acceptance of the pupil in the group (with the classmates). Social

self-perception

Behavioural assessment

- Aiming to evaluate and adjust the personal behaviour of the student by the schoolteacher, classmates or the students themselves.

Coaching and UHćHFWLRQ

- Aiming at the coaching of the student by the schoolteacher in which social interaction and its effects are the central subjects.

Based on an in-depth analysis of the strategies mentioned, the researchers concluded during WKHD[LDOFRGLQJSKDVHWKDWWZRPDLQFDWHJRULHVFRXOGEHGHĆQHGQDPHO\SUHFRQGLWLRQDO strategies and social participation strategies. The 44 strategies could be divided between these two categories, with the pre-conditional strategies being those which did not seem to LQćXHQFHVRFLDOSDUWLFLSDWLRQGLUHFWO\DQGZHUHPRUHIRFXVHGRQLPSURYLQJJHQHUDOVFKRRO VLWXDWLRQVHJçWHDFKLQJWKHVWXGHQWWRXVHKHDGSKRQHVZKHQLWLVWRRQRLV\LQWKHFODVVURRPè RUçGHVLJQLQJDQHGXFDWLRQDOSODQZKLFKLQYROYHVWKHSDUHQWVVHWWLQJMRLQWJRDOVèZKLOHWKH VRFLDOSDUWLFLSDWLRQVWUDWHJLHVDUHIRFXVHGRQLQćXHQFLQJDVSHFWVRIVRFLDOSDUWLFLSDWLRQ DVGHĆQHGLQWKLVVWXG\HJçLQWURGXFLQJDSHHUEXGG\V\VWHPèRUçLQLWLDWLQJJURXSSOD\Vè The participants indicated that both direct and indirect strategies are very important to establish better social positions for students with SEBD. Figure 2.1 presents the conceptual PRGHOç7HDFKHU6WUDWHJLHVIRU6RFLDO3DUWLFLSDWLRQè7663LQFOXGLQJERWKFDWHJRULHVRI strategies (Table 2.3).

Table 2.3 Summary overview of the coding procedure with examples of the strategies mentioned

Category Theme and subthemes Examples of strategies

Pre-conditional strategies

Educational adaptations - Adjustments in learning - Offering structure

- Visualizing the daily classroom structure with pictograms

Parental contact

- Getting parents involved

- Collaborating with parents (focusing on problem-solving)

([WHUQDOVXSSRUWDWKRPH

- Setting up an individual education plan together with parents Seeking support - Support by colleagues 6XSSRUWE\KHDGWHDFKHUVFKRROERDUG ([WHUQDOVXSSRUW - Diagnostic research on psychological, behavioural and linguistic skills

Improving the teacher-student relationship - Decreasing students dependency - Improve teacher-student involvement 'HFUHDVLQJWHDFKHUVWXGHQWFRQćLFWV

- Try to gain the student’s trust

Formulating an individual educational plan - Observing behaviour

- Assessment

- Investigation of students’ needs

- Make concrete agreements about the number of times that a student can approach the teacher

Stimulating desirable behaviour

- Consequences of undesirable behaviour - Correcting behaviour - Neglecting behaviour - Positive approach - Time out Professionalisation - Independent study - Teacher coaching 2EVHUYLQJWKHLQWHUDFWLRQV between student and teacher

Social Participation strategies

Friendships and relationships - Create play situations in

the playground, with clear (game) rules

Contacts and interactions - Play together :RUNWRJHWKHU

- Peer tutoring

Acceptance by classmates - Formulate a classroom goal

that all students should be included in a game Social self-perception

- Evaluation of behaviour 6WXGHQWFRDFKLQJDQGUHćHFWLRQ

- Start a conversation with the student about his/her own behaviour (and its effect)

1 _{Note: It turned out during the coding process that it was not possible to formulate subthemes for two} themes.

2.2.2 Differences in strategies suggested for internalising and

external-LVLQJEHKDYLRXUGLIĆFXOWLHV

7RDQDO\VHZKHWKHUWKHVWUDWHJLHVIRULQWHUQDOLVLQJDQGH[WHUQDOLVLQJFDVHVZHUHPHQWLRQHG with differing frequency, the 44 main codes were counted against the original 244 strategies. As mentioned in the methods section, the raw data were used for this analysis (see Table 2.4).

The results show that there are hardly any differences in the number of times different social SDUWLFLSDWLRQVWUDWHJLHVZHUHVXJJHVWHGIRUVWXGHQWVZLWKLQWHUQDOLVLQJDQGH[WHUQDOLVLQJ EHKDYLRXUGLIĆFXOWLHV7KHUHZHUHPRUHGLIIHUHQFHVEHWZHHQWKHSUHFRQGLWLRQDOVWUDWHJLHV 7KHUHZHUHDIHZVLJQLĆFDQWGLIIHUHQFHVIRXQGIRUVRPHVWUDWHJLHVQDPHO\çVHHNLQJVXSSRUWè HJçDVNLQJVXSSRUWZLWKP\FROOHDJXHVèSb bçVWLPXODWLQJGHVLUDEOHEHKDYLRXUèHJ çVXVWDLQLQJDSRVLWLYHWHDFKHUVWXGHQWUHODWLRQVKLSèçFRUUHFWLQJWKHXQGHVLUHGEHKDYLRXUWR GHVLUHGEHKDYLRXUèSb bDQGçSURIHVVLRQDOLVDWLRQèHJçORRNLQJXSLQIRUPDWLRQRQWKH ,QWHUQHWèSb b

Table 2.4 Frequency count of the main strategies on raw data (N_strategiesb b Frequency ([WHUQDOLVLQJ cases Internalising cases Z-score Pre-conditional Educational adaptations 21 18 .40 Parental contact 11 19 -1.62 Seeking support 13 23 -1.87** Improving teacher-student relationship 15 11 .73 Formulating an individual educational plan 14 14 -.09 Stimulating desirable behaviour 29 16 1.95** Professionalisation 0 3 -1.77** Social participation Friendships and relationships 1 1 -.02 Contacts and interactions 24 20 .52 Acceptance by classmates 26 22 .49 Social self-perception 26 27 -.28 Total count1 _{180 174}  S 

1_{Note: Because the researchers could use multiple codes per strategy, the total count exceeds the number} of strategies (244).

CONCLUSION AND DISCUSSION

The aims of this study were to gain greater insight into primary schoolteachers’ strategy XVHIRULQćXHQFLQJWKHVRFLDOSDUWLFLSDWLRQRIVWXGHQWVZLWK6(%'DQGZKHWKHUGLIIHUHQW VWUDWHJLHV ZHUH VXJJHVWHG IRU VWXGHQWV ZLWK LQWHUQDOLVLQJ DQG H[WHUQDOLVLQJ EHKDYLRXU GLIĆFXOWLHV 5HJDUGLQJ WKH VWXG\èV ĆUVW DLP WKH UHVXOWV VKRZHG WKDW WKH SDUWLFLSDQWV VXJJHVWHG D ZLGH YDULHW\ RI VWUDWHJLHV 7KHVH VWUDWHJLHV ZHUH IRFXVHG RQ LQćXHQFLQJ VRFLDOSDUWLFLSDWLRQGLUHFWDQGLQGLUHFWO\:HFDWHJRULVHGWKHLQGLUHFWVWUDWHJLHVXQGHUWKH XPEUHOODWHUPçSUHFRQGLWLRQDOVWUDWHJLHVèLQFOXGLQJVWUDWHJLHVVXFKDVSDUHQWDOFRQWDFW DQGZKROHVFKRROVXSSRUW7KHGLUHFWVWUDWHJLHVZHUHFDWHJRULVHGXQGHUWKHWHUPçVRFLDO participation strategies’ and include strategies such as peer buddy systems and classroom goals during structured playtime. Based on these outcomes, we can conclude that while the primary school teachers were asked to focus on naming strategies which encourage social participation directly, they approached social participation in the classroom as a broader concept. This resulted in strategies suggested which are not directly focused on social participation but which they, as primary school teachers, felt are important. 5HJDUGLQJWKHVWXG\èVVHFRQGDLPWKHUHZHUHQRVLJQLĆFDQWGLIIHUHQFHVEHWZHHQWKHFDVHV ZLWK LQWHUQDOLVLQJ DQG H[WHUQDOLVLQJ EHKDYLRXU GLIĆFXOWLHV LQ KRZ FRPPRQO\ SDUWLFXODU VRFLDOSDUWLFLSDWLRQVWUDWHJLHVZHUHPHQWLRQHG+RZHYHUWKHçSURIHVVLRQDOLVDWLRQèWKHPH HPHUJHGVWURQJO\IRUWKHSUHFRQGLWLRQDOVWUDWHJLHVDQGWKHWKHPHVçVHHNLQJVXSSRUWèDQG çVWLPXODWLQJGHVLUDEOHEHKDYLRXUèGLIIHUHGVWURQJO\EHWZHHQWKHFDVHVZLWKLQWHUQDOLVLQJ DQGH[WHUQDOLVLQJEHKDYLRXUGLIĆFXOWLHV:HFDQFRQFOXGHEDVHGRQWKHVHRXWFRPHVWKDW WKHSDUWLFLSDQWVWHQGHGWRVXJJHVWDRQHVL]HĆWVDOODSSURDFKZKHQGLUHFWO\DGGUHVVLQJ the social participation of students with SEBD.

:HDLPHGLQWKLVVWXG\WRJDLQJUHDWHULQVLJKWLQWRWKHVWUDWHJLHVXVHGE\SULPDU\VFKRRO WHDFKHUVLQLQFOXVLYHFODVVURRPVWRLQćXHQFHWKHVRFLDOSDUWLFLSDWLRQRIVWXGHQWVZLWK6(%' ,WWXUQHGRXWWKDWWKHSDUWLFLSDQWVQRWRQO\SURYLGHGVWUDWHJLHVGLUHFWO\UHODWHGWRLQćXHQFLQJ VRFLDOSDUWLFLSDWLRQEXWDOVRVXJJHVWHGVWUDWHJLHVZKLFKLQćXHQFHVRFLDOSDUWLFLSDWLRQPRUH indirectly. This result seems to accord with various meta-analyses of teachers’ strategies LQWKHLQFOXVLYHFODVVURRP'XUODNHWDO(YDQVHWDO0DDJ4XLQQHWDO 1999). Only the review of Cooper (2011) and the teacher strategy studies of Brophy and 0F&DVOLQDQGYDQGHU:ROIDQGYDQ%HXNHULQJH[SOLFLWO\PHQWLRQWHDFKHUè VWUDWHJLHVZKLFKDOVRIRFXVRQLQćXHQFLQJVRFLDOSDUWLFLSDWLRQ$OWKRXJKLWLVDODUPLQJWKDW SULPDU\VFKRROWHDFKHUVKDGGLIĆFXOWLHVLQVSHFLI\LQJVWUDWHJLHVGLUHFWO\UHODWHGWRVRFLDO participation, it is important to realise that indirect strategies are also valuable to teachers.

This result suggests that the pre-conditions of social participation should also be met, SHUKDSV HYHQ EHIRUH SULPDU\ VFKRROWHDFKHUV FRQVLGHU LQćXHQFLQJ WKH VWXGHQWVè VRFLDO participation.

$QDO\VLQJWKHVWUDWHJLHVXVHGLQLQWHUQDOLVLQJDQGH[WHUQDOLVLQJFDVHVUHVSHFWLYHO\UHYHDOV WKDW WHDFKHUV DGRSW D çRQHVL]HĆWVDOOè DSSURDFK WR HQFRXUDJLQJ VRFLDO SDUWLFLSDWLRQ :HIRXQGWKLVĆQGLQJUHPDUNDEOHZKHUHDVZHH[SHFWHGWRĆQGGLIIHUHQWDSSURDFKHVWR DGGUHVVWKHVRFLDOSDUWLFLSDWLRQIRUVWXGHQWVZLWKLQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUDO GLIĆFXOWLHVEDVHGRQWKHGLIIHUHQWFKDUDFWHULVWLFVDQGQHHGVRIVWXGHQWVZLWKLQWHUQDOLVLQJ DQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHV.DXIIPDQ /DQGUXP0RRLM 6PHHWV 2009). These differences would require primary schoolteachers to use different kind of approaches.

0XOWLSOHH[SODQDWLRQVFRXOGEHSURYLGHGIRUWKHRQHVL]HĆWVDOODSSURDFKWKDWHPHUJHG from the data. Firstly, it could be questioned if the distinction between internalising and H[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHVLVDOZD\VFOHDU)RUH[DPSOHDVWXGHQWZLWKDQ[LHW\ SUREOHPVFRXOGDSSO\H[WHUQDOLVLQJFRSLQJEHKDYLRXUVVXFKDVVFUHDPLQJZKHQDVLWXDWLRQ LVFDXVLQJRYHUVWLPXODWLRQ6HFRQGO\WKHSDUWLFLSDQWVKDGGLIĆFXOWLHVLQIRUPXODWLQJDQG PHQWLRQLQJGLIIHUHQWDQGFOHDUVWUDWHJLHVUHJDUGLQJEHKDYLRXUGLIĆFXOWLHV:HIRXQGLW remarkable that the participants in this study did not suggest more different and in-depth VWUDWHJLHVIRULQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUGLIĆFXOWLHVZKHUHDVWKHSDUWLFLSDQW sample consisted of teachers almost all of whom had a postgraduate degree. Therefore, our SDUWLFLSDQWVDPSOHFRXOGEHUHJDUGHGDVQRWUHSUHVHQWDWLYHRIWKHçJHQHUDOèSRSXODWLRQRI primary school teachers in the Netherlands and a limitation of this study. A postgraduate degree is not required in the Netherlands. Yet, the Dutch government encourages primary schoolteachers to earn their postgraduate degree to increase their professional

development and competence (Inspectie van het Onderwijs, 2011). Recent data (N_{primary school}

teachersb bVKRZWKDWRIWKHFXUUHQWSULPDU\VFKRROWHDFKHUVKDYHDSRVWJUDGXDWH

GHJUHH%HUQGVHQ%UHNHOPDQV'HNNHU YDQ%HUJHQ7KHIDFWWKDWHYHQSULPDU\ VFKRROWHDFKHUV ZLWK D SRVWJUDGXDWH GHJUHH KDYH GLIĆFXOWLHV IRUPXODWLQJ VWUDWHJLHV LV VWULNLQJ:HDVVXPHGWKDWWKHVHWHDFKHUVZRXOGKDYHJUHDWHUNQRZOHGJHDQGWKHUHIRUH more skills to cope with the demands to educate students with SEBD. Our study indicates that even primary schoolteachers with a postgraduate degree still struggle to translate the theoretical knowledge into practice in order to cope with the needs and differences of VRFLDOO\H[FOXGHGVWXGHQWVZLWK6(%'LQWKHUHJXODUFODVVURRP7KLVĆQGLQJWKDWSULPDU\ schoolteachers struggle to cope with students with SEBD in the regular classroom is also IRXQGLQPRUHJHQHUDOVWXGLHVDERXWWHDFKLQJLQLQFOXVLYHHGXFDWLRQ*RHL .OHLMQHQ Swain et al., 2012).

7KLUGO\WKHçRQHVL]HĆWVDOOèDSSURDFKFRXOGEHDFRQVHTXHQFHRIWKHODFNRIGHWDLOVLQWKH mentioned strategies. The strategies that were removed from the sample were strategies IRUPXODWHGLQDFDVHVSHFLĆFPDQQHUIRULQVWDQFHZLWKWKHFDVHZKHUHDVWXGHQWQRWZDQWLQJ WRHDWLFHFUHDPGXULQJDVFKRROWULSHVFDODWHGUHVXOWLQJLQVHYHUHH[WHUQDOLVLQJEHKDYLRXUDO GLIĆFXOWLHVGXULQJWKDWWULS7KHUHPDLQLQJVWUDWHJLHVZHUHIRUPXODWHGLQWHUPVVXFK DVçWDONZLWKWKHVWXGHQWDERXWKRZWRPDNHFRQWDFWZLWKFODVVPDWHVè7KLVLVDVWUDWHJ\ ZKLFKFRXOGEHUHFRPPHQGHGIRUVWXGHQWVZLWKLQWHUQDOLVLQJRUH[WHUQDOLVLQJEHKDYLRXUDO GLIĆFXOWLHV DQG WKH FRQWHQW RI VXFK FRQYHUVDWLRQV ZRXOG EH FRPSOHWHO\ GLIIHUHQW :H H[SHFWHGWKDWVWUDWHJLHVOLNHWKHVHZRXOGEHIRUPXODWHGZLWKDGGLWLRQDOFDVHDQGFRQWHQW VSHFLĆFGHWDLOVUHJDUGLQJWKHLQWHUQDOLVLQJDQGH[WHUQDOLVLQJEHKDYLRXUDOGLIĆFXOWLHVDQG the characteristics of the cases.

:HGLGH[SHFWWKDWWKHSDUWLFLSDQWVZRXOGKDYHGLIĆFXOWLHVUHFRQFLOLQJWKHVWUDWHJLHVWKDW they had used. Therefore we had carefully thought about the study design and choose to have focus group meetings as a research method. In this set-up, the participants are VWLPXODWHGWRH[SORUHWKHLUWDFLWNQRZOHGJHDQGJRLQWRGHWDLOHGLQIRUPDWLRQZKLFKZRXOG have been omitted had we used questionnaires. Tacit knowledge is based on individual H[SHUWLVHLQWXLWLRQXQGHUVWDQGLQJDQGSURIHVVLRQDOLQVLJKW*RXUOD\:DQJHWDO 7KLVNLQGRINQRZOHGJHLVGLIĆFXOWWRGHVFULEHDQGUHFRQFLOHEHFDXVHLWLVVXEFRQVFLRXV NQRZOHGJH:DQJHWDO+RZHYHULWWXUQHGRXWWKDWHYHQZKHQZHWULHGWRHQFRXUDJH the participants’ tacit knowledge, via discussions with the other primary schoolteachers, WKHSDUWLFLSDQWVVWLOOKDGGLIĆFXOWLHVIRUPXODWLQJGHWDLOHGVWUDWHJLHVWKDWLQćXHQFHVWXGHQWVè social participation.

Another remark regarding the research design is that this study only provides insights into the teachers’ account. This implies that the mentioned strategies could differ from the strategies that primary schoolteachers would actually use in real-life classroom situations. In the study by Almog and Shechtman (2007), the teacher’ strategies in hypothetical situations were compared to the actual strategies that primary schoolteachers used in the classroom. This study revealed a gap between what primary schoolteachers suggest as the best strategy in a hypothetical classroom situation and what they do in comparable real-life classroom situations. Based on this study, we surmise that teachers provide different strategies for hypothetical and actual classroom situations. It is therefore strongly recommended that future research would use data triangulation, such as observing teachers in their daily practice to determine which strategies they apply, if any, in real-life classroom VLWXDWLRQVDQGFRQĆUPWKHWHDFKHUVèDFFRXQWRIWKHLUVWUDWHJLHV

,QDGGLWLRQWRWKHUHPDUNVRQWKHVSHFLĆFSRSXODWLRQLQRXUVDPSOHDQGWKHUHVHDUFKGHVLJQ

ZHVKRXOGQRWHWKDWWKHVDPSOHVL]HRIVHYHQIRFXVJURXSVN_{WHDFKHUVb b}41) could be interpreted

as too small for general advice for primary schoolteachers. However, the participants reported that the list of strategies, generated in this study, provided additional stepping stones for themselves and colleague’s to address the social participation of students with and without SEBD.

The results of this study raise questions about the classroom situation of regular primary VFKRROWHDFKHUV,WLVTXHVWLRQDEOHZKHWKHUWHDFKHUVDFWXDOO\XVHDRQHVL]HĆWVDOODSSURDFK to encourage the social participation of students with SEBD. Future research should address WKLVTXHVWLRQEHFDXVHWKLVDSSURDFKLVLQVXIĆFLHQWHQRXJKWRPHHWWKHGLIIHUHQWDFDGHPLF DQGHVSHFLDOO\WKHVRFLDOQHHGVRIVWXGHQWVZLWK6(%',QRUGHUWRLPSURYHWKHGLIĆFXOWLHV WKDWVWXGHQWVZLWK6(%'RIWHQH[SHULHQFHUHJDUGLQJVRFLDOSDUWLFLSDWLRQLWLVLPSRUWDQWWR support primary school teachers in their daily practice. Gaining knowledge about effective VWUDWHJLHVDQGWHDFKHUVèXVHRIWKHVHVWUDWHJLHVLQGDLO\SUDFWLFHSUHVHQWVLWVHOIDVWKHQH[W step for future research.

$FNQRZOHGJHPHQWV:HZRXOGOLNHWRWKDQNRXUFROOHDJXHV1LHN)UDQV%HLWVNH.RRLVWUD.LUWL Zeijlmans and Elisa Kupers, who helped out as moderators during the focus group meetings.