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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What do Dutch regular education teachers
do to facilitate the social participation of
students with SEBD?
A slightly adapted version of this chapter is published as: de Leeuw, R. R., de Boer, A. A., &
Minnaert, A. E. M. G. (2018). What do Dutch general education teachers do to facilitate the
social participation of students with SEBD? International Journal of Inclusive Education,
1–15.
https://doi.org/10.1080/13603116.2018.1514081
ABSTRACT
Few studies have addressed the daily practice of applied teacher strategies aimed at facilitating the social participation of students with SEBD. In this chapter, we present two interlinked studies that address this topic. The main study reports on the development of WKH7HDFKHU6WUDWHJ\4XHVWLRQQDLUHRQ6RFLDO3DUWLFLSDWLRQLQWKH&ODVVURRP 76463& :HWHVWHGWKHTXHVWLRQQDLUHèVFRQVWUXFWYDOLGLW\E\SHUIRUPLQJVHFRQGRUGHUFRQĆUPDWRU\ factor analysis. The follow-up study presents the results of a survey of 163 Dutch regular SULPDU\HGXFDWLRQWHDFKHUVRILQFOXVLYHFODVVHVXVLQJDPRGLĆHGYHUVLRQRIWKH76463& It provides insights on the strategies that teachers apply in their daily practice to facilitate SRVLWLYHVRFLDOSDUWLFLSDWLRQRIVWXGHQWVZLWK6(%'7KHĆQGLQJVRIERWKVWXGLHVVXJJHVWWKDW regular 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 regular education teachers.
INTRODUCTION
A growing emphasis on inclusive education, globally, has led to increasing integration of students with SEN within regular education settings rather than being referred to segregated special education schools. This trend began with the revision of educational policies that followed international declarations such as the Salamanca Statement 81(6&2 DQGUDWLĆFDWLRQRIWKH81&RQYHQWLRQRQWKH5LJKWVRI3HUVRQVZLWK Disabilities (UNCRPD, 2006). As noted by Bottrell and Goodwin (2011), inclusive education is successfully realised when all students actively participate in school activities and are valued as members of the school community.
In the above description of inclusive education, Bottrell and Goodwin (2011) emphasised the importance of the social dimension of schools, of which one component is social SDUWLFLSDWLRQ,QWKLVFKDSWHUZHGHĆQHSRVLWLYHVRFLDOSDUWLFLSDWLRQDVUHFLSURFDOIULHQGVKLSV between students with SEN and their peers, positive contact and interactions between students with SEN and their peers, acceptance of students with SEN by their peers, and VWXGHQWVèVHOISHUFHSWLRQRIDFFHSWDQFHE\WKHLUSHHUV .RVWHU1DNNHQHWDO S 0XOWLSOH VWXGLHV KDYH FRQĆUPHG WKDW VWXGHQWV ZLWK 6(%' H[SHULHQFH GLIĆFXOWLHV ZLWK establishing a positive social participation in the regular classroom (Pijl et al., 2008; Ruijs HWDO ,QOLQHZLWK'XWFKQDWLRQDOSROLFLHVZHGHĆQHVWXGHQWVZLWK6(%'DVLQGLYLGXDOV ZLWKGLIIHUHQWNLQGVRIVRFLDOHPRWLRQDOGLIĆFXOWLHVDQGEHKDYLRXUDOSUREOHPVDVLGHQWLĆHG by their teachers or through formal assessments (Ministery of Education Culture and Science, 2014).
Studies have shown that students with SEBD are less accepted and have fewer friends than their typically developing (TD) peers (Avramidis, 2013). They also have fewer interactions ZLWKWKHLUSHHUV +HQNHHWDO DQGWKHLUVHOISHUFHSWLRQRIDFFHSWDQFHLVVLJQLĆFDQWO\ ORZHUWKDQWKDWRIWKHLU7'SHHUV %RVVDHUWHWDO ,QOLJKWRIWKHGHĆQLWLRQRISRVLWLYH VRFLDOSDUWLFLSDWLRQIRUPXODWHGE\.RVWHUHWDO WKHVHVWXGLHVLQGLFDWHWKDWVWXGHQWV ZLWK6(%'DUHPRUHOLNHO\WRH[SHULHQFHSRRUVRFLDOSDUWLFLSDWLRQFRPSDUHGZLWKWKDWRI their TD peers. Considered the risk factors for negative academic outcomes, such as early school dropout, and negative social-emotional outcomes, such as criminality and depression, SRRUVRFLDOSDUWLFLSDWLRQLVHYLGHQWO\DPDWWHURIFRQFHUQ .DXIIPDQ /DQGUXP 7KRPSVRQ 0RUULV
Several studies have reported that facilitating positive social participation of all students within an inclusive classroom is a challenging task for regular education teachers (Bossaert et al., 2012; Ruijs et al., 2010). In particular, regular education teachers indicate that they H[SHULHQFHWKHPRVWSUREOHPVZLWKLQFOXGLQJDQGIDFLOLWDWLQJSRVLWLYHVRFLDOSDUWLFLSDWLRQRI VWXGHQWVZLWK6(%' GH%RHU3LMO3RVW 0LQQDHUW 6FKZDEHWDO 7RVXSSRUW teachers in this respect, a substantial body of educational literature has been produced HJ3LDQWD +DPUH ,PSRUWDQWWKHPHVZLWKLQWKLVOLWHUDWXUHUHODWLQJWRWHDFKHUVè facilitation of students’ social participation are described below.
3URPLQHQW WKHRULHV VXFK DV VHOIGHWHUPLQDWLRQ WKHRU\ 5 0 5\DQ 'HFL DQG attachment theory (Pianta, 1999) emphasise the importance of emotional supportH[WHQGHG E\WHDFKHUVWRDOOVWXGHQWV7KHĆQGLQJVRIHPSLULFDOVWXGLHVVXJJHVWWKDWUHJXODUHGXFDWLRQ teachers could apply structured social and instructional strategies to facilitate students’ SRVLWLYH VRFLDO SDUWLFLSDWLRQ $OPRJ 6KHFKWPDQ 2WKHU H[DPSOHV ZLWKLQ WKH literature on teachers’ strategies include seeking and acquiring support within the school WHDP %RWKD .RXUNRXWDV SURPRWLQJparental involvement $EUDPV *LEEV promoting positive teacher-student relationships 3LDQWD+DPUH $OOHQ FRQVWUXFW individual education plans for students (Tod, 1999) and teachers’ own professionalisation (Florian, 2008). Other studies underscore the importance of daily contact and interactions with each student to enable them to acquire acceptance and establish friendships (Frostad 3LMO DQGUHDOL]HDUHDOLVWLFsocial self-perception (Bossaert et al., 2012; Henke et al., 2017). Contact and interactions can be stimulated by applying forms of cooperative learning 2GRP0F&RQQHOO &KDQGOHU IRULQVWDQFHSHHUWXWRULQJ .DPSVHWDO RU LQWHUYHQWLRQVVXFKDVWKHç&LUFOHRI)ULHQGVèDSSURDFK )UHGHULFNVRQ 7XUQHU The abovementioned studies attest to a considerable body of research on teachers’ strategies, including those aimed at facilitating students’ positive social participation within regular classrooms. However, this literature reveals several shortcomings. First, although several meta-analyses have been conducted that focus on teachers’ strategies within inclusive classrooms, few studies have focused simultaneously on teachers’ strategies facilitating the social participation of students with SEBD (Evans et al., 2004). In addition, limited attention has been given to teachers’ strategies that primarily focus on facilitating one or more of the elements of the social participation of students with SEBD (Garrote HWDO DWHQGHQF\ZKLFKFRQWUDGLFWVWKHGHĆQLWLRQRIVRFLDOSDUWLFLSDWLRQE\.RVWHU et al. (2009). In addition, most studies have focused on alleviating disruptive behaviour (Cooper, 2011; Durlak et al., 2010) and do not include teachers’ strategies for facilitating social participation (Cooper, 2011; Evans et al., 2004).
In a recent study, de Leeuw, de Boer, Bijstra and Minnaert (2018) developed a conceptual model for teachers’ strategies facilitating the social participation of students with SEBD based on strategies proposed during focus group discussions. Two categories of teacher strategies, namely social participation and pre-conditional strategies, are distinguished in this conceptual model. Social participation strategies are aimed at directly optimising VWXGHQWVè VRFLDO SDUWLFLSDWLRQ IRU H[DPSOH WKURXJK SHHU WXWRULQJ %\ FRQWUDVW SUH FRQGLWLRQDOVWUDWHJLHVVXFKDVJRRGSDUHQWDOFRQWDFWLQćXHQFHVWXGHQWVèVRFLDOSDUWLFLSDWLRQ indirectly. However, whether or not this conceptual model of teacher strategies can be applied within inclusive classrooms remains unclear.
6HFRQGVWXGLHVKDYHIRXQGWKDWWHDFKHUVDSSO\DRQHVL]HĆWVDOODSSURDFKWKDWLVQRW differentiated in relation to students’ needs (Ferguson, 2008). Conversely, a few studies have shown that regular education teachers do in fact, apply differentiated strategies for VWXGHQWV HJ%URSK\ 0F&DVOLQ &RRSHU 7KHĆQGLQJVRIWKHVHVWXGLHVDUH in line with the premise that students with different types of SEBD, who have different FKDUDFWHULVWLFVDQGQHHGVZRXOGQRWEHQHĆWIURPRQHVL]HĆWVDOODSSURDFKHV 0RRLM Smeets, 2009).
Based on the cited literature, it can be concluded that little is known about what regular education teachers do in regular classrooms to facilitate the social participation of students ZLWK6(%'(YLGHQWO\WHDFKHUVQHHGWREHDZDUHRIWKHLULQćXHQFHRQVWXGHQWVèVRFLDO participation in the classroom and consequently acquire knowledge about effective teacher strategies. These insights can be used to promote the social participation of students with and without SEBD in regular classrooms. However, a reliable and valid psychometric instrument that can be used to measure teachers’ strategies is critical for acquiring this knowledge.
The two related studies presented in this chapter were aimed at overcoming the DERYHPHQWLRQHGVKRUWFRPLQJVLQWKHOLWHUDWXUH6SHFLĆFREMHFWLYHVZHUH WRGHYHORSD questionnaire on teacher strategies entailing appropriate psychometric properties (i.e., construct validity and reliability), and 2) to identify and describe strategies that teachers apply on a daily basis. The main study focused on the development and evaluation of an instrument for assessing teachers’ strategies to facilitate the social participation of students ZLWK6(%'ZLWKLQUHJXODUHGXFDWLRQFRQWH[WV7KHLQVWUXPHQWZKLFKZDVGHULYHGIURPD study by de Leeuw et al. (2018a), incorporated both social participation and pre-conditional VWUDWHJLHV,QWKHIROORZXSVWXG\DPRGLĆHGYHUVLRQRIWKHLQVWUXPHQWZDVDSSOLHGWR determine which teacher strategies are applied to facilitate the social participation of students with SEBD by regular education teachers in the Netherlands.
METHOD
3.1.1 Main study
The main study builds on the results of a qualitative study conducted by de Leeuw et al. (2018a). For this study, focus group discussions were conducted with regular and special education teachers to gain insights into which teacher strategies are recommended by teachers, themselves, to facilitate the social participation of students with SEBD. A total of 244 teacher strategies were compiled. Following the conduct of content analysis, this number was reduced to 44 strategies, which were subdivided into two categories: social participation strategies and pre-conditional strategies. Based on an analysis of the focus groups, de Leeuw et al. (2018a) constructed a conceptual model of teacher strategies for promoting social participation (TS-SP). Although the TS-SP model could be interpreted as DKLHUDUFKLFDOFRQFHSWXDOLVDWLRQRILQWHUZRYHQVXEFDWHJRULHVWKHDXWKRUVGRQRWH[SOLFLWO\ mention this (see Figure 3.1).
3.1.2 Instrument
7KH 7HDFKHU 6WUDWHJ\ 4XHVWLRQQDLUH DGGUHVVLQJ 6RFLDO 3DUWLFLSDWLRQ LQ WKH &ODVVURRP 76463& ZDVGHYHORSHGWRPHDVXUHZKDWUHJXODUHGXFDWLRQWHDFKHUVGRWRIDFLOLWDWHWKH social participation of students with SEBD. This questionnaire was formulated based on 44 teacher strategies compiled by de Leeuw et al. (2018a). The wording of the teacher strategies was adjusted slightly to ensure appropriate use within questionnaire items. To adhere to the TS-SP model, no new items were added. In addition, the cases provided GXULQJWKHIRFXVJURXSVZHUHXVHGWRFRQVWUXFWIRXUYLJQHWWHVHDFKUHSUHVHQWLQJDĆFWLWLRXV VWXGHQWZLWKRQHRIWKHIROORZLQJW\SHVRI6(%' DJJUHVVLRQDXWLVWLFEHKDYLRXUK\SHUDFWLYH DWWHQWLRQSUREOHPVRUDQ[LHW\7KHXVHRIYLJQHWWHVKDVVHYHUDODGYDQWDJHV WKH\VWLPXODWH UHVSRQGHQWVèUHFDOO +XHEQHU SURYLGHDFRQWH[WXDOIUDPHZRUN )LQFK DQG consequently increase the internal validity of a study (Huebner, 1991).
7KH76463&LVDVHOIUHSRUWLQJGLJLWDOTXHVWLRQQDLUHWKDWFRPPHQFHVZLWKWKHUHFRUGLQJ of active consent followed by a set of background questions. Subsequently, a randomly DVVLJQHG YLJQHWWH VHH %R[ LV LQWURGXFHG DORQJ ZLWK WKH UHTXHVW WR UDWH WKH LWHPV WHDFKHUVè VWUDWHJLHV LQ WHUPV RI WKHLU SHUFHLYHG HIIHFWLYLW\ IRU WKH ĆFWLWLRXV VWXGHQW 7KHHIIHFWLYLW\RIWKHVWUDWHJLHVLVUDWHGXVLQJDSRLQW/LNHUWVFDOH b bçEDUHO\HIIHFWLYHè b bçVRPHZKDWHIIHFWLYHèb bçUDWKHUHIIHFWLYHèDQGb bçYHU\HIIHFWLYHè
Figure 3.1. Teacher strategies for social participation model1
Note. 1 6HHWKHLWDOLFFRQFHSWVRIWKH7663PRGHOLQWKHLQWURGXFWLRQIRUWKHRUHWLFDOMXVWLĆFDWLRQ The order of items for rating starts with 21 items on social participation strategies followed E\LWHPVRQSUHFRQGLWLRQDOVWUDWHJLHV7DEOHSUHVHQWVVRPHH[DPSOHVRI76463& items for each sub-category.
Box 3.1 An example of a vignette extracted from the main study
$OH[*UDGH DSXSLOGHPRQVWUDWLQJK\SHUDFWLYHDQGLPSXOVLYHEHKDYLRXU
$OH[ZKRLVLQ*UDGHLVWKHç'XUDFHOO%XQQ\èRIWKHFODVV+HLVIXOORIHQHUJ\FDQQRW sit still for long and often walks around the classroom. Observations of his behaviour reveal that he is on task only 20% of the time. The rest of the time, he looks around, GLVUXSWVKLVFODVVPDWHVRUZDONVDURXQGWKHFODVVURRP$OH[ĆQGVLWGLIĆFXOWWRSD\ DWWHQWLRQGXULQJLQVWUXFWLRQ+HLVRIDYHUDJHLQWHOOLJHQFHbEXWUHTXLUHVDORWRILQGLYLGXDO DWWHQWLRQ$FRQVWUXFWHGVRFLRJUDPUHYHDOHGWKDW$OH[ZDVFKRVHQSRVLWLYHO\MXVWRQFH DQGQHJDWLYHO\HLJKWWLPHV$OH[èVVRFLDOSRVLWLRQZLWKLQWKHFODVVFDQWKHUHIRUHEH labelled as one of rejection.
Table 3.1 Examples of items in the questionnaire
Category Sub-category N items Examples of items Social participation
strategies
Friendships and relationships
1 Creating game situations at the playground, where there are clear (game) rules Contacts and
interactions
3 Peer tutoring within the group
Acceptance by peers 7 Apply a classroom-wide complimenting system Social self-perception 10 Discuss the behaviour that
LVH[SHFWHGRIWKHVWXGHQW
Pre-conditional strategies
Collegial support 3 Ask for advice in a team meeting or collegial consultation Educational adjustments 6 Visualising the daily
classroom structure with pictograms
Contact with parents 4 Setting up an individual education plan together with parents
Teacher-student relationship
3 Try to gain the student’s trust
Formulating an
individual education plan
2 Make concrete agreements about the number of times that a student can approach you
Stimulating desirable behaviour
2 A short time-out given outside the classroom Professionalisation 3 Broadening your
knowledge by reading literature about the students type of SEBD
3.1.3 Recruitment procedure
In light of previous reports on the development of questionnaires for school staff, we H[SHFWHGDQRQUHVSRQVHUDWHRIDWOHDVW GH%RHU3LMO3RVW 0LQQDHUW .RVWHU 7LPPHUPDQ1DNNHQ3LMO YDQ+RXWHQ )RUWKLVUHDVRQZHVHOHFWHGDODUJHVDPSOH of regular primary education schools in the Netherlands (1b b H[WUDFWHGIURPWKH records of the Ministry of Education.
Our selection criterion was that a school had to have at least two students with a personal ERXQGEXGJHWIRU6(%'RQ2FWREHUWKHĆUVW 'LHQVW8LWYRHULQJ2QGHUZLMV $OO of the selected schools received an invitation letter to participate in the survey containing a link to the digital questionnaire. Because of the low response rate (1b b FRQYHQLHQFH sampling was applied to continue recruiting respondents, and the questionnaire was SURPRWHGLQDWHDFKHUVèPDJD]LQHDQGRQVRFLDOPHGLDVLWHV HJ)DFHERRN 7RIXUWKHU LPSURYHWKHUHVSRQVHUDWHDUDIćHRIIRXUHUHDGHUVIRUIXOO\FRPSOHWHGTXHVWLRQQDLUHV ZDVRUJDQLVHG7KHTXHVWLRQQDLUHUHVSRQVHSHULRGH[WHQGHGIURP6HSWHPEHUWLOO January 2016 and yielded 104 questionnaires, of which 102 were fully completed. The two incomplete questionnaires, in which only the background questions and rating of social participation strategies were answered, were included in the sample.
3.1.4 Analyses
7RWHVWWKHSV\FKRPHWULFSURSHUWLHV YDOLGLW\DQGUHOLDELOLW\ RIWKH76463&ĆUVWDQG VHFRQGRUGHUFRQĆUPDWRU\IDFWRUDQDO\VHV &)$V ZHUHSHUIRUPHGXVLQJ/,65(/YHUVLRQ -¸UHVNRJ 6¸UERP WRGHWHUPLQHWKHPRGHOèVĆWEDVHGRQWKHGDWDFRPSLOHG from the questionnaires. This type of CFA can be used to test the feasibility of latent and KLJKHURUGHUIDFWRUV&)$DOORZVIRUQRWRQO\PRGHOĆWWHVWLQJEXWDOVRLQGLFDWHVKRZPRGHO ĆW FDQ EH LPSURYHG WKURXJK WKH LQFOXVLRQ RI PRGLĆFDWLRQ LQGLFHV %URZQ )XOO\ constrained models were used for the CFAs, in which all factor loadings were constrained so DVWREHHTXDODFURVVWKHVXEFDWHJRULHVDQGĆ[HGDWDYDOXHRI]HUR7RYHULI\WKHVWUXFWXUH RIWKHGDWDDPD[LPXPOLNHOLKRRGHVWLPDWLRQZDVSHUIRUPHGZLWKUREXVWVWDQGDUGHUURUV Separate estimates were conducted for the social participation and pre-conditional strategies to ensure reliability.
:KHQ HYDOXDWLQJ WKH &)$ PRGHO ĆW ZH FRQVLGHUHG WKH UDWLR RI FKLVTXDUH GHJUHHV RI freedom, with a ʖ2 GIUDWLRĂDVDJRRGĆW %\UQH 7KHUDWLRʖ2 GILVOHVVVHQVLWLYH WRJURXSVL]HDQGGHSDUWXUHVIURPWKHQRUPDOLW\WKDQDFKLVTXDUHRU3YDOXHV :KHDWRQ 0XWKHQ$OZLQ 6XPPHUV 2WKHUPHDVXUHPHQWVWKDWZHUHFRQVLGHUHGWRDVVHVV WKHPRGHOĆWZHUHWKHURRWPHDQVTXDUHHUURURIDSSUR[LPDWLRQ 506($ ZLWKYDOXHVRI ăGHHPHGDUHDVRQDEOHĆW %URZQH &XGHFN DQGDQLQFUHPHQWDOĆWLQGH[ ,), RI ă ZDVFRQVLGHUHGDFFHSWDEOH %ROOHQ 7KHFRQVWUXFWUHOLDELOLW\ &5 ZDVFDOFXODWHG for each latent construct. This measurement is less biased than that of Cronbach’s alpha FRHIĆFLHQWDQGDYDOXHDERYHZDVFRQVLGHUHGDFFHSWDEOH *HOGKRI3UHDFKHU =\SKXU 2014).
3.1.5 Results of the main study
Respondents
The descriptive statistics for respondents in the main study were obtained for 104 regular education and SEN teachers. The respondents were predominantly female (90.4%), with a mean age of 40.87 years (6'b bUDQJHb bå DQG RIWKHUHVSRQGHQWVZHUH employed in the regular primary education sector. Almost half of the respondents worked as regular education teachers (54.8%), 22% worked as SEN teachers, and 25% had another occupation in addition to their teaching job.
Validity and reliability of the TSQ-SPC
Social participation strategies7KHĆUVW&)$HVWLPDWLRQFRQGXFWHGIRUVRFLDOSDUWLFLSDWLRQVWUDWHJLHVZDVEDVHGRQWKH IRXUFRQVWUXFWVRIVRFLDOSDUWLFLSDWLRQGHULYHGIURP.RVWHU1DNNHQHWDO ZKLFK are equally represented in the four social participation categories in the TS-SP model IRUPXODWHGE\GH/HHXZHWDO D 7KHĆUVWHVWLPDWLRQZDVFRQGXFWHGZLWKDĆUVW RUGHU IRXUIDFWRU PRGHO ZLWK SDUDPHWHUV Ć[HG DW ]HUR 7KH UHVXOWV RI WKLV &)$ ZHUH ʖ2(df)b b p < .001, ʖ2GIb b,),b b 506($b b &,å DQG0RGHO$,&b b $IWHULQVSHFWLQJWKHPRGHOPRGLĆFDWLRQLQGLFHVZHUHPRYHG WKHçIULHQGVKLSVDQGUHODWLRQVKLSVèIDFWRUIURPWKHĆUVWRUGHU2WKHUPRGLĆFDWLRQLQGLFHV at the item level were to set free based on error terms. The error terms indicated that there were correlating items overlapping in their wording or the meaning of two different ZRUGVRYHUODSSHG)RUH[DPSOHLWHPV$DQG$ERWKXVHGWKHWHUPçWXWRUV\VWHPè,WHP 66ZKLFKVWDWHGç\RXXVHPHWKRGVVXFKDVWKHHPRWLRQVFDOHWRJDLQPRUHLQVLJKWVLQWR WKHIHHOLQJVRIWKHVWXGHQWèZDVGLVTXDOLĆHGEHFDXVHWKHUHZDVQRYDULDQFHIRUWKLVLWHP 7KHDOWHUQDWLRQVUHVXOWHGLQDWKUHHIDFWRUĆUVWRUGHU&)$ )LJXUH 7KHĆQDOPRGHO ĆW HQWDLOHG WKH IROORZLQJ VSHFLĆFDWLRQV ʖ2(df) b b p < .001, ʖ2 GIb b ,),b b 506($b b &,å DQG0RGHO$,&b b VHH$SSHQGL[ IRUWKHFRUUHODWLRQPDWUL[ 7KHĆQDOHVWLPDWLRQèV506($YDOXHRILQGLFDWHGWKDW WKLV PRGHO LV FORVH WR D UHDVRQDEOH ĆW %URZQH &XGHFN 7DEOH VKRZV WKH estimated disattenuated correlations between the three latent factors in the model of social participation.
7DEOH(VWLPDWHGGLVDWWHQXDWHGFRUUHODWLRQVEHWZHHQĆUVWRUGHUODWHQWIDFWRUVUHODWLQJWRVRFLDO participation strategies
1. 2. 3. 4.
1. Contact and interactions 1.00
2. Acceptance by peers .93 1.00
3. Social self-perception .79 .92 1.00
4. Social participation .90 1.03 .89 1.00
Table 3.3 shows the factor loadings, means and standard deviations for each questionnaire item and the CR of each construct. The descriptive statistics indicate that most of the items relating to the social self-perception construct were perceived to be effective. Item $VWDWLQJç<RXHQVXUHDVDIHDWPRVSKHUHZLWKLQWKHJURXSWRKDYHRSHQFRQYHUVDWLRQVè was rated by respondents as the most effective item, with one of the smallest standard GHYLDWLRQV$OORIWKHYDOXHVH[FHHGHGWKHVXJJHVWHG&5YDOXHRI7KHçDFFHSWDQFHE\ SHHUVèDQGçVRFLDOVHOISHUFHSWLRQèFRQVWUXFWVH[FHHGHGWKHWKUHVKROGERWKZLWKYDOXHV above .70, indicating high internal consistency for these constructs (Geldhof et al., 2014).
Table 3.3 Factor loadings and descriptive statistics for items on social participation
Item Contact and interactions Acceptance by peers Social self-perception 0HDQ 6' CI.1 .594 2.78 (.85) CI.2 .680 2.75 (.86) CI.3 .677 3.00 (.72) A.1 .368 2.13 (.78) A.2 .592 2.84 (.90) A.3 .579 2.88 (.77) A.4 .613 2.87 (.78) A.5 .624 2.86 (.86) A.6 .515 2.44 (.85) A.7 .531 3.44 (.69) SS.1 .564 3.41 (.72) SS.2 .488 3.06 (.76) SS.3 .355 3.20 (.76) SS.4 .545 3.56 (.62) SS.5 .574 3.02 (.81) SS.6 .538 2.83 (.86) SS.7 .715 3.19 (.79) SS.8 .667 3.18 (.62) SS.9 .292 3.12 (.72) SS.10 .313 2.48 (.95) CR (> .6) .688 .714 .778 Pre-conditional strategies
7KH ĆUVW &)$ HVWLPDWLRQ RQ WKH SUHFRQGLWLRQDO VWUDWHJLHV ZDV EDVHG RQ WKH VHYHQ categories of these strategies derived from the TS-SP model (de Leeuw, et al., 2018a). The HVWLPDWLRQZDVSHUIRUPHGDVDVHYHQIDFWRUĆUVWRUGHUPRGHOZLWKDOOSDUDPHWHUVĆ[HGDW ]HUR ʖ2(df)b b p < .001, ʖ2GIb b,),b b506($b b &, å DQG0RGHO$,&b b $QH[DPLQDWLRQRIWKHPRGHOPRGLĆFDWLRQLQGLFHVLQ/,65(/ revealed several stress points between the model and the data. Among these points were WZRĆUVWRUGHUIDFWRUVQDPHO\çVWLPXODWHGHVLUDEOHEHKDYLRXUèDQGçIRUPXODWHDQLQGLYLGXDO educational plan’. Following Thurstone’s (1947) theorem, these factors were removed. The other stress points indicated that the error term between the items CP.2 and CP.4 needed
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3
)LJXUHVKRZVWKHĆQDOPRGHOĆW7KHĆYHIDFWRUĆUVWRUGHU&)$UHVXOWHGLQWKHIROORZLQJ PRGHOĆWVSHFLĆFDWLRQV ʖ2(df)b b p < .001, ʖ2GIb b,),b b 506($b b &,å DQG0RGHO$,&b b VHH$SSHQGL[IRUWKHFRUUHODWLRQPDWUL[ 7KH506($YDOXHRILQWKHĆQDOUXQLQGLFDWHVWKDWWKLVPRGHOHQWDLOHGDUHDVRQDEOHĆW ZLWKWKHVDPSOHRIUHVSRQGHQWV %URZQH &XGHFN 7DEOHSURYLGHVWKHHVWLPDWHG GLVDWWHQXDWHGFRUUHODWLRQVIRUWKHPRGHORISUHFRQGLWLRQDOVWUDWHJLHVHQWDLOLQJĆYHODWHQW factors. 7DEOH(VWLPDWHGFRUUHODWLRQVEHWZHHQĆUVWRUGHUODWHQWIDFWRUVUHODWLQJWRSUHFRQGLWLRQDO strategies 1 2 3 4 5 6 Collegial support 1.00 Educational adjustments .79 1.00
Contact with parents .82 .76 1.00
Teacher-student relationship .79 .74 .76 1.00
Professionalisation .58 .54 .55 .54 1.00
Pre-conditional strategies .92 .86 .88 .86 .62 1.00
Table 3.5 shows the factor loadings, means and standard deviations for each item and the &5RIHDFKFRQVWUXFW7KHGHVFULSWLYHVWDWLVWLFVLQGLFDWHWKDWWKHUDWLQJVRIWKHçFRQWDFWZLWK SDUHQWVèDQGçWHDFKHUVWXGHQWUHODWLRQVKLS’FRQVWUXFWVDOPRVWUHDFKHGWKHçYHU\HIIHFWLYHè OHYHO7KHçFROOHJLDOVXSSRUWèDQGçWHDFKHUVWXGHQWUHODWLRQVKLSèFRQVWUXFWVKDGYDOXHVDERYH WKXVH[FHHGLQJWKHWKUHVKROGDQGWKHçHGXFDWLRQDODGMXVWPHQWVèDQGçSURIHVVLRQDOLVDWLRQè FRQVWUXFWVDOVRH[FHHGHGWKHWKUHVKROGZLWKYDOXHVDERYHLQGLFDWLQJWKDWWKHLQWHUQDO FRQVLVWHQF\RIWKHVHIRXUFRQVWUXFWVZDVVXIĆFLHQWRUHYHQKLJK7KHçFRQWDFWSDUHQWVè construct, with a CR of .589, was marginally below the threshold.
X UH )LQ DOP R G HOĆ WIR U&) $H VW LP DWLR QR IS UH F RQ GL WLR Q DO V WU DW HJLH V Qb b
3
.5 F a ct o r lo a d in g s an d de sc ri ptiv e s tati stic s f o r p re-co n d it io n a l i te m s C o ll eg ia l supp or t E duc a ti on al ad ju st men ts Co nta c t with paren ts T e ac her -st uden t re lati o n sh ip P rofe ssional isa tio n 0 H D Q 6 ' 1 .6 9 4 3. 1 5 ( .7 1 ) 2 .5 4 1 3. 1 6 ( .84 ) 3 .68 1 3. 0 4 ( .8 6 ) .1 .5 2 5 3.5 4 ( .7 5 ) .2 .5 64 2. 1 7 ( .90 ) .3 .5 2 9 2. 4 0 ( .8 9 ) .4 .6 7 4 3. 2 2 ( .8 2 ) .5 .6 5 6 2. 9 5 ( .8 9 ) .1 .5 1 3 3. 0 9 ( .7 6 ) .2 .5 3 9 3. 6 9 ( .5 3 ) .3 .5 23 3 .18 (.78 ) .4 .4 7 8 3 .6 0 ( .6 2 ) .1 .70 5 3 .2 1 (.7 6 ) .2 .5 2 2 3. 7 1 ( .5 2 ) .3 .5 48 3.8 8 ( .3 2 ) .6 6 9 2 .6 7 ( .8 6 ) .8 6 8 2. 6 7 ( .8 6 ) .9 0 7 2 .9 1 ( .7 7 ) (> .6 ) .6 7 6 .7 2 8 .5 8 9 .6 2 0 .86 0
&RQFOXVLRQVRIWKHPDLQVWXG\DQGPRGLĆFDWLRQRIWKH76463&
The aim of the main study was to develop an instrument and evaluate the psychometric SURSHUWLHVRIWKH76463&TXHVWLRQQDLUHXVLQJWKHWHDFKHUVèVWUDWHJLHVIURPWKHIRFXVJURXS study by de Leeuw et al. (2018a). The results of the CFAs indicated that the questionnaire KDGJRRGFRQVWUXFWYDOLGLW\DVUHYHDOHGE\WKHPRGHOĆWLQGLFHV$OOYDOXHVRIWKHĆUVWDQG VHFRQGRUGHUIDFWRUVLQWKHEHVWĆWWLQJPRGHOVZHUHVLJQLĆFDQW7KHFRQVWUXFWUHOLDELOLW\ RIWKHTXHVWLRQQDLUHèVVXEVFDOHVUDQJHGIURPPDUJLQDOO\VXIĆFLHQWWRKLJKZLWK&5YDOXHV ranging between .589 and .860 (Geldhof et al., 2014). The results of this study indicate that WKH76463&LVDUHOLDEOHLQVWUXPHQWIRUDVVHVVLQJWKHSHUFHLYHGHIIHFWLYHQHVVRIWHDFKHUVè strategies for facilitating the social participation of students with SEBD.
The following two recommendations, which are based on the results of this study, are aimed DWLPSURYLQJWKH76463&IRUIXWXUHXVH
• :RUGLQJRILWHPV,QOLJKWRIWKHVXJJHVWHGPRGHOPRGLĆFDWLRQLQGLFHVGHULYHG from the CFA, the wording of some of the items should be reformulated. The respondents’ feedback on framing the strategies as statements composed of complete sentences should be considered.
• Classroom practice. Although the use of vignettes has some advantages, it yielded PLQLPDOLQVLJKWVRQZKDWWHDFKHUVDFWXDOO\GRLQWKHLUFODVVURRPV:HWKHUHIRUH recommend the removal of vignettes and the use of teachers’ ratings of strategies that relate to their own students with SEBD.
3.2 Follow-up study methodology
Our aim in the follow-up study was to acquire insights into what regular education teachers do in their classrooms to facilitate the social participation of students with SEBD.
3.2.1 Instrument
$QDGDSWHGYHUVLRQRIWKH76463&ZDVDGPLQLVWHUHG7KH76463&EHJDQZLWKDVHWRI questions on the teachers’ backgrounds. Subsequently, respondents were asked to indicate if they currently had one or more students with SEBD in their classrooms. A description of SEBD was provided via four short descriptions of primary education students with different FKDUDFWHULVWLFVRI6(%'1H[WWKHUHVSRQGHQWVZHUHUHTXHVWHGWRLQGLFDWHZKHWKHUWKH\ DSSOLHGWKHVWUDWHJLHVGHVFULEHGLQWKHLWHPVFKRRVLQJRQHRIWKHç\HVèçQRèRUçQRWSRVVLEOHè responses. Only items that were applied entailed follow-up questions to rate them in terms of the frequency of their application and perceived effectiveness. The frequency of DSSOLFDWLRQZDVUDWHGXVLQJDSRLQW/LNHUWVFDOH b bçIURPWLPHWRWLPHèb bçRQFHRUVHYHUDO WLPHVDZHHNèDQGb bç DOPRVW GDLO\è
7KHSHUFHLYHGHIIHFWLYHQHVVRIWKHLWHPZDVUDWHGXVLQJDSRLQW/LNHUWVFDOH b bçEDUHO\ HIIHFWLYHèb bçVRPHZKDWHIIHFWLYHèb bçUDWKHUHIIHFWLYHèDQGb bçYHU\HIIHFWLYHè )LJXUH SURYLGHVDQRYHUYLHZRIWKHTXHVWLRQQDLUHGHVLJQDQG7DEOHSURYLGHVH[DPSOHVRI LWHPVLQWKH76463&
Figure 3.4 Questionnaire design
3.2.2 Recruitment procedure
,QOLJKWRIRXUSUHYLRXVH[SHULHQFHVZLWKWKHPDLQVWXG\ZHUHFUXLWHGUHVSRQGHQWVYLDDQ online convenience sample. The questionnaire was accessed digitally via social media (e.g., Facebook and LinkedIn) between March 2017 and July 2017.
3.2.3 Respondents
7KHGHVFULSWLYHVWDWLVWLFVRIWKHUHVSRQGHQWVZHUHFRPSLOHGIURPTXHVWLRQQDLUHVĆOOHGLQ by 184 teachers. Of the respondents, 156 completed the questionnaire. The mean age of the respondents was 39.82 years (6'b bUDQJHb bå\HDUV 7KHPHDQWHDFKLQJ H[SHULHQFH RI WKH UHVSRQGHQWV ZDV \HDUV 6'b b UDQJHb b å \HDUV 0RVW teachers worked as regular education teachers (86.4%), with 6.5% of the respondents reporting an occupation as SEN teachers or another occupation (7.1%), in addition to their WHDFKLQJMREV7KHGLVWULEXWLRQRI6(%'W\SHVZDVDVIROORZV DXWLVWLFEHKDYLRXU 1b b K\SHUDFWLYHDWWHQWLRQSUREOHP 1b b DJJUHVVLYHEHKDYLRXU 1b b DQGDQ[LHW\ 1b b
7DEOH([DPSOHVRILWHPVIURPWKHPRGLĆHGTXHVWLRQQDLUH
Category Sub-category N items Examples of items Social participation
strategies
Contacts and interactions
3 There is a buddy system in the classroom.
Acceptance by peers 7 You apply a classroom-wide complimenting system. Social self-perception 10 You discuss the student’s
behaviour on the basis of video recordings of the student.
Pre-conditional strategies
Collegial support 3 You ask for advice during team meetings or consultations with colleagues. Educational
adjustments
5 You use daily routine cards to VWUXFWXUHSOD\DQGSOD\WLPH recess.
Contact with parents 4 You draw up an individual action plan for in the
classroom in consultation with the student’s parents.
Teacher-student relationship
3 You actively work on the relationship of trust between you and the student.
Professionalisation 3 You broaden your knowledge by reading literature about your student’s social and behavioural issues.
3.2.4 Preliminary results for the TSQ-SPC
The distribution of respondents in relation to the sub-scales for social participation VWUDWHJLHV UHYHDOHG WKDW UHVSRQGHQWV DSSOLHG DOO LWHPV EHORQJLQJ WR çFRQWDFW DQG LQWHUDFWLRQèZKHUHDVRQO\UHVSRQGHQWVDSSOLHGDOOLWHPVEHORQJLQJWRçDFFHSWDQFHE\ SHHUVèDQGUHVSRQGHQWVDSSOLHGDOOWHQLWHPVEHORQJLQJWRçVRFLDOVHOISHUFHSWLRQè1XPEHUV of respondents who applied all items on sub-scales for the pre-conditional strategies ZHUHKLJKHU7KXVWKHQXPEHUVRIUHVSRQGHQWVZKRDSSOLHGDOOLWHPVXQGHUçFRQWDFWZLWK SDUHQWVèçWHDFKHUVWXGHQWUHODWLRQVKLSèçFROOHJHVXSSRUWèDQGçSURIHVVLRQDOLVDWLRQèZHUH 64, 63, and 36, respectively. However, only 10 respondents applied all items belonging to çHGXFDWLRQDODGMXVWPHQWVè
3.2.5 Analyses
%HFDXVHRIWKHLQVXIĆFLHQF\RIUHVSRQVHVIRUHDFKVXEVFDOHRIWKH76463&YDOLGVXEVFDOH scores could not be calculated. Hence, we decided to develop a rule of thumb for reporting which teacher strategies were applied by the teachers to facilitate the social participation of students with SEBD. Accordingly, we applied the following rule of thumb proposed by de Boer et al. (2011) to the 4-point Likert-scale rating of the frequency of application: a mean VFRUH ZDVORZ DVFRUHRIåZDVDYHUDJH DQG!ZDVKLJK )RUWKHSRLQW Likert scale rating of perceived effectiveness, the following rule of thumb was applied: a PHDQVFRUH ZDVORZ åZDVQHXWUDO DQG!ZDVKLJK
3.2.6 Results of the follow-up study
Table 3.7 presents valid percentages of the applied items, followed by the rule-of-thumb interpretations of mean scores per item for frequency of application and perceived effectiveness. The results for the items on social participation strategies indicated that ZLWKLQWKHçDFFHSWDQFHE\SHHUVèVXEVFDOHWKHLWHPV$ç<RXPDNHFODVVURRPDJUHHPHQWV DERXWGHVLUHGVRFLDOEHKDYLRXUèDQG$ç<RXDSSO\OHVVRQVIRFXVHGRQVRFLRHPRWLRQDO development’, were applied frequently. By contrast, within the same sub-scale, items A.2 ç7KHUHLVDFODVVWUDQVFHQGLQJSHHUWXWRUV\VWHPèDQG$ç7KHUHLVDSHHUWXWRUV\VWHPZLWKLQ the classroom for tasks’ were used the least. The ratings for frequency of application and perceived effectiveness clearly demonstrate that regardless of whether the frequency of application was low, average or high, the perceived effectiveness remained neutral. Only LWHP$ç<RXHQVXUHDQRSHQDWPRVSKHUHIRUFRQYHUVDWLRQVZLWKLQWKHFODVVURRPèZDV perceived as effective for facilitating social participation in the classroom. It is noteworthy that the two items entailing peer tutor systems were not applied often by the respondents. :KHQWKHVHWZRVWUDWHJLHVZHUHDSSOLHGWKHIUHTXHQF\RIWKHLUDSSOLFDWLRQZDVKLJKDQG their perceived effectiveness was neutral. The results show that although almost every respondent used video recordings of students’ behaviour to discuss their behaviour (item SS.10), the ratings for the frequency of application and effectiveness for this strategy was low and neutral, respectively.
Table 3.8 shows that although the items on pre-conditional strategies were applied by almost all respondents, the ratings for the overall frequency of application and perceived effectiveness were also low and neutral, respectively. The strategies in the items for çHGXFDWLRQDODGMXVWPHQWVèZHUHIUHTXHQWO\DSSOLHGEXWSHUFHLYHGWRKDYHDQHXWUDOHIIHFW UHJDUGLQJIDFLOLWDWLRQRIVRFLDOSDUWLFLSDWLRQ2QO\VWUDWHJLHVLQLWHPV76QDPHO\ç<RXDGRSW DFDOPDWWLWXGHWRZDUGVWKHVWXGHQWèDQG76ç<RXDFWLYHO\ZRUNRQEXLOGLQJDUHODWLRQVKLS RIWUXVWZLWKWKHVWXGHQWèIURPWKHçWHDFKHUVWXGHQWUHODWLRQVKLSèVXEVFDOHZHUHXVHG
3.2.7 Conclusions of the follow-up study
Our aim in conducting this follow-up study was to gain insights into what regular education teachers actually do in their classrooms to facilitate the social participation of students with SEBD. Accordingly, we compiled data on the frequency of application and the perceived HIIHFWLYHQHVVRIWHDFKHUVWUDWHJLHVXVLQJDPRGLĆHG76463&TXHVWLRQQDLUH
:KHQDQDO\VLQJWKHUHVXOWVRIWKHDSSOLFDWLRQRIVWUDWHJLHVGHVFULEHGLQWKH76463&LWHPV VRPHGLIĆFXOWLHVHPHUJHGEHFDXVHRIVLJQLĆFDQWYDULDWLRQVLQUHVSRQVHV,WZDVQRWSRVVLEOH to calculate valid sub-scale scores. In general, the results of the follow-up study indicated that the respondents did not apply a wide range of strategies in practice, and they barely DSSOLHGWKHVRFLDOSDUWLFLSDWLRQVWUDWHJLHV7KHVHĆQGLQJVDUHLQOLQHZLWKWKRVHRI2GRP et al. (1993).
To interpret responses based on the Likert scales, rules of thumb were applied for rating the frequency of application and perceived effectiveness of strategies. In conclusion, regardless of whether the frequency of application was low, average, or high, the perceived effectiveness of the social participation strategies described in the items was neutral. Further, a large number of pre-conditional strategies described in the items were applied, but not very frequently. These items were perceived as having a low impact on facilitating the social participation of students with SEBD.
.7 Rankin g o f s o cial p a rt icip atio n s tr a te gie s use d b y t e ach e rs as v a lid p e rc e n tage s Appl ie d F re quenc y o f appl ia nc e 1 Pe rce ive d e ff e c ti v e n e ss 1 1b b Rul e of th um b 2 Rul e of th um b 3 -sca le It e m Shor t de scr ip ti o n Y e s (%) -+ /-+ -+ /-+ ct a n d ra ct io n CI .1 C o o p e rati v e g ro u p -d e te rm in e d m e th o d s 9 5 .1 X X CI .2 B u d d y s y st e m in th e cla ssro o m 4 8 .4 X X CI .3 Cla ssic a l g a m e s o r a c ti v itie s 9 6 .2 X X tance A .1 C la ss ro o m a g re e m e n ts o n s o ci a l b e hav io u r 1 0 0 X X A .2 C la ss -t ra n sce n d in g p e e r tu to r s y st e m 1 1 .4 X X A .3 S o c io -e m otio n a l ro le -p lay 6 0 .3 X X A .4 S o c io -e m otio n a l l e ss o n s 9 5 .1 X X A .5 C la ss ic al s y st e m of co m p lim e ntin g 6 0 .9 X X A .6 P e e r tu to r s y st e m in th e cla ssro o m 1 7 .9 X X A .7 O p e n atm o sp h e re f o r co nve rs a tio n s 9 8 .4 X X ia l s e lf -cep ti on SS .1 7 D ONZ LWKWK HV WX G H QWD E R X WKLV K H UQ H H GV 97 .8 X X S S .2 E v aluat e s tu d ent ’s goals 7 2 .3 X X SS .3 ' LV FX VVH [ S H FWH GE H K DY LR XUZ LWKWK HV WX G H QW 96 .7 X X S S .4 A d dre ss p o siti ve s tu d e n t b e hav io u r 9 9 .5 X X S S .5 T a lk a b o u t th e e ff e c t of th e s tu d e n t’ s b e hav io u r 9 5 .7 X X S S .6 Us e sp e c ia l m e th o d s to g a in in sig h ts into th e s tu d e n t’ s f e elin g s 23 .4 X X SS .7 $ S S O\P R G HO OLQ JRIH [ S H FWH GE H K DY LR XU 85 .3 X X S S .8 Pra c tis e a n d a d dre ss s o ci a l skil ls d u rin g p lay 7 3 .9 X X S S .9 Stim ulate th e s tu d e n t’ s s o cio -e m otio n a l skil ls 9 6 .2 X X S S .1 0 T a lk w ith th e s tu d e n t a b o u t his o r h e r b e hav io u r u sin g v id e o re co rdin g s 9 7 .8 X X s. 1 T h e n u m b e r o f re sp o n se s p e r it e m r a n g e d b e tw e e n 7 a n d 1 6 8 . 2 b bO RZ åb bD YH UD JH !b bKLJ K 3 b bO RZ å b bQ HX WU DO ! K
.8 Rankin g o f p re-co n d it io n a l s tr a te gie s use d b y t e ach e rs as v a lid p e rc e n tage s Appl ie d F re quenc y o f appl ia nc e 1 Pe rce ive d ef fe c tiv e n e ss 1 1b b Rul e of th um b 2 Rul e of th um b 3 b -sca le It e ms Shor t de scr ip ti o n Ye s ( % ) - +- + o lle g ial s u p p o rt C S .1 A sk f o r co ll e g ia l a d v ice o r co n sult a tio n s 9 8 .7 X X CS. 2 ,G H Q WL I\V WX G H QW èVS UR E OH PLQFR Q VX OW DWLR QZ LWKH [ WH UQD OS URI H VVL R Q DO 78 .3 X X C S .3 A p p ro a c h u se d f o r s tu d e n ts a g re e d at th e te a m le vel 5 5 .3 X X u cati o n a l d jus tm e n ts E A .1 Us e m e th o d s e n co ura g in g in d e p e n d e n t wo rk 37 .2 X X E A .2 Cl e a r a g re e m e n t o n h o w ma ny q u e stio n s th e s tu d e n t c a n a sk 4 9 .4 X X E A .3 C o n sis te nt u se of r u le s a n d a g re e m e n ts 9 4 .9 X X E A .4 Us e dail y ro u tin e c a rds to c re a te a s tr u c ture 5 0 .6 X X E A .5 Re d u ce s tim uli 8 0 .8 X X o nta ct with a re nt s CP .1 & D OOI R UH [ WH UQD OD VV LV WD Q FHDWK R P H 73 .1 X X CP .2 F in d a cla ssro o m s o lu tio n 9 0 .4 X X CP .3 D e sig n a n a c tio n p la n 7 3 .7 X X CP .4 . H H SS D UH Q WVLQI R UP H G 96 .8 X X e acher -s tude n t la ti o n sh ip TS .1 Obse rv e t e ac he r-st ud e n t i n te ra c ti o n s 4 9 .3 X X T S .2 C a lm at titu d e tow a rds s tu d e n t 1 0 0 X X T S .3 B u il d a tr u st relatio n ship 9 9 .3 X X fe ssi o n alis ati o n P .1 B ro a d e n k n ow le d g e by f o ll ow in g a co ur se 3 3 .6 X X P .2 B ro a d e n k n ow le d g e by s e a rc h in g th e Inte rn e t 7 5 .0 X X P .3 B ro a d e n k n ow le d g e by re a d in g th e l ite rature 7 4 .3 X X te s. 1 T h e n u m b e r o f re sp o n se s p e r it e m r a n g e d b e tw e e n 4 3 a n d 1 3 6 . 2 b bO RZ åb bD YH UD JH !b bKLJ K 3 b bO RZ å b bQ HX WU DO ! K
3
GENERAL DISCUSSION
This chapter presented two studies aimed at developing an instrument for teacher strategies aimed at facilitating the social participation of students with SEBD and evaluating its psychometric properties. The results and conclusions of the main study indicated that there were strong correlations between the ‘FRQWDFWDQGLQWHUDFWLRQVèçDFFHSWDQFHE\SHHUVè DQGçVRFLDOVHOISHUFHSWLRQèVXEFDWHJRULHVZLWKWKHPDLQFDWHJRU\RIçVRFLDOSDUWLFLSDWLRQè 7KLVĆQGLQJLPSOLHVWKDWWKHVXEFDWHJRULHVDUHKLJKO\LQWHUZRYHQDQGWKHUHIRUHFORVHO\ UHODWHG 2WKHU HPSLULFDO VWXGLHV KDYH GHPRQVWUDWHG WKLV FRPSOH[LW\ RI VXEFDWHJRULHV HJ.RVWHU0LQQDHUW1DNNHQ3LMO YDQ+RXWHQ 7KHUHVXOWVRIWKHPDLQVWXG\GLG QRWVXSSRUWWKHGHĆQLWLRQRIVRFLDOSDUWLFLSDWLRQHQWDLOLQJIRXUVXEFDWHJRULHVDVGHĆQHG E\.RVWHU1DNNHQHWDO EHFDXVHRIOLPLWHGDYDLODEOHLWHPVIRUçIULHQGVKLSVDQG UHODWLRQVKLSVè7KLVLVLQOLQHZLWK7KXUVWRQHèV WKHRUHPRQOLPLWHGLWHPV:HKDGWR UHPRYHWKHçIULHQGVKLSVDQGUHODWLRQVKLSVèVXEFDWHJRU\DVWKHUHZDVRQO\RQHLWHPRQWKLV FDWHJRU\1RDGGLWLRQDOLWHPVZHUHDGGHGZKHQGHYHORSLQJWKH76463&VRDVWRDGKHUH as far as possible to the inputs from the focus groups reported by de Leeuw et al. (2018a)
:HUHFRPPHQGGHYHORSLQJWKHçIULHQGVKLSVDQGUHODWLRQVKLSVèVXEVFDOHE\GUDZLQJRQ HPSLULFDOVWXGLHVRQWHDFKHUVWUDWHJLHVUHODWLQJWRSHHUUHODWLRQVIRUH[DPSOHRQVHDWLQJ arrangements (Garrote et al., 2017), within the literature. This would enable all categories RIVRFLDOSDUWLFLSDWLRQDVGHĆQHGE\.RVWHU1DNNHQHWDO WREHDVVHVVHGXVLQJWKH 76463& 7KHVHUHFRPPHQGDWLRQVIRUWKHIXUWKHUGHYHORSPHQWRIWKH76463&DOVRDSSO\IRUWKH WZRVXEVFDOHçVWLPXODWHGHVLUDEOHEHKDYLRXUèDQGçIRUPXODWHDQLQGLYLGXDOHGXFDWLRQDOSODQè 7KHVHLWHPVZHUHUHPRYHGIURPWKH&)$DQDO\VHVRIWKHPDLQFDWHJRU\RIçSUHFRQGLWLRQDO strategies’.
The follow-up study was aimed at acquiring insights into what Dutch regular education WHDFKHUVDFWXDOO\GRLQWKHLUWHDFKLQJSUDFWLFH$ĆUVWXQH[SHFWHGĆQGLQJZDVWKDWYHU\ IHZWHDFKHUVDSSOLHGDOORIWKHGHVFULEHGWHDFKHUVèVWUDWHJLHV7KLVĆQGLQJLVZRUULVRPH DVLWVHHPVWRLQGLFDWHWKDWWHDFKHUVGRQRWHQJDJHH[WHQVLYHO\LQIDFLOLWDWLQJVWXGHQWVè social participation. Because of limited usage of teachers’ strategies, it was not possible to calculate sub-scale scores, and a rule of thumb was applied to enable data interpretation. 7KHVHFRQGXQH[SHFWHGĆQGLQJZDVWKDWZHOONQRZQDQGHIIHFWLYHVWUDWHJLHVVXFKDVEXGG\ V\VWHPV .DPSVHWDO ZHUHUDUHO\DSSOLHGE\WKHUHVSRQGHQWV7KLVLVVXUSULVLQJ as the Dutch government has been promoting the use of evidence-based practices
2QHH[SODQDWLRQIRUWKLVLVWKDWWHDFKHUVUHTXLUHFROOHJLDOVXSSRUWDQGIDFLOLWDWLRQWRHQDEOH WKHPWRDSSO\WKHVHV\VWHPVZKLFKDUHWLPHFRQVXPLQJWRLPSOHPHQWHIĆFDFLRXVO\ 2GRP et al., 1993).
2XUDLPZDVWRH[DPLQHZKHWKHUWKHUHZHUHGLIIHUHQFHVLQWKHDSSOLFDWLRQRIVWUDWHJLHV IRUDGGUHVVLQJWKHIRXUW\SHVRI6(%'7HDFKHUVZHUHIUHHWRFKRRVHDçUHDOOLIHèVWXGHQW when completing the questionnaire, and the results revealed that few respondents chose VWXGHQWVZLWKDQ[LHW\SUREOHPV2QHH[SODQDWLRQIRUWKLVUHVXOWFRXOGEHWKDWH[FHVVLYH shyness is perceived as the least problematic type of student behaviour, whereas lack of FRQFHQWUDWLRQLVSHUFHLYHGDVWKHPRVWSUREOHPDWLFW\SHRIEHKDYLRXU 3RXORX 1RUZLFK 7KLVĆQGLQJGRHVQRWLPSO\KRZHYHUWKDWEHKDYLRXUDOSUREOHPVVXFKDVODFNRI concentration are of greater concern to teachers; it only suggests that these behaviours attract the attention of more teachers.
3.3.1 Limitations and recommendations for future research
The studies also had some limitations. One disadvantage of using a questionnaire is that insights relate to teachers’ perspectives. Poulou and Norwich (2000) and Almog and Shechtman (2007), among others, found that there were discrepancies between teachers’ strategies, as applied or as preferred in responses in a questionnaire, and what actually RFFXUVLQFODVVURRPV+RZHYHUDVWXG\E\&OXQLHV5RVV/LWWOHDQG.LHQKXLV IRXQGD positive relationship between reported and observed teacher strategies, thereby validating the use of self-reporting measures of teacher strategies. Nevertheless, whether teachers actually apply the strategies, how often and how effectively in the classroom remain as open questions. Although it is important to seek insights into applied teacher strategies, it is even more important to ascertain how students perceive these teacher strategies. A VWXG\E\YDQ%HHNGH-RQJ:XEEHOVDQG0LQQDHUW SURYLGHGHYLGHQFHWKDWVWXGHQWVè SHUFHSWLRQVRIIHULQVLJKWVLQWRWHDFKHUVèSUDFWLFHVDQGVWXGHQWVèSHUFHSWLRQV:HWKHUHIRUH UHFRPPHQGWKDWIXWXUHVWXGLHVDOVRHQFRPSDVVVWXGHQWVèSHUFHSWLRQVLQWKHLGHQWLĆFDWLRQ and perceived effectivity of teacher strategies.
%RWKVWXGLHVUHYHDOHGSUDFWLFDOLVVXHVLQWKHĆHOGRIHGXFDWLRQDOUHVHDUFK)LUVWERWKVWXGLHV KDGPRGHVWVDPSOHVL]HVPDNLQJLWGLIĆFXOWWRGUDZĆUPFRQFOXVLRQVDQGTXHVWLRQLIWKH sample of respondents in both studies are representative of Dutch regular education teachers. Second, the use of vignettes in the main study did not provide insights into what regular education teachers do in practice. Yet, due to the large variability in the responses per item of the follow-up study, the results of the follow-up are not likely to be generalisable. 'HVSLWHWKHVHLVVXHVLQERWKVWXGLHVZHFDUHIXOO\UHćHFWHGRQWKHUHVHDUFKGHVLJQVDQG decided that the research designs are the most suitable.
Vignettes are the most suitable methodology for validating the TS-SP model (Poulou, 2001). +RZHYHUWHDFKHUVèUDWLQJVUHODWHGWRWKHLUH[SHULHQFHVZLWKWKHLURZQVWXGHQWVDUHPRUH conducive to acquire a better understanding of the daily classroom practices of regular education teachers.
By applying questionnaires to assess what regular education teachers do in their classroom, PRUHGHWDLOHGLQIRUPDWLRQDERXWWKHFODVVURRPFRQWH[WDQGWKHUHIRUHWKHSRVVLEOHHIIHFWV RUUHVWULFWLRQVRIWKLVFODVVURRPVLWXDWLRQDUHPLVVHG:HWKHUHIRUHUHFRPPHQGWKDWIXWXUH research on the teacher strategies to facilitate the social participation could apply multiple ORQJLWXGLQDOFDVHVWXGLHVLQZKLFKWKHVSHFLĆFVRIWKHVLWXDWLRQQHHGVSHUGLIIHUHQWW\SHRI SEBD and students characteristics are taken into consideration, measure the effects of the applied teacher strategies on the social participation of the students and include teacher UHćHFWLRQVRQWKHREVHUYHGDSSOLHGWHDFKHUVWUDWHJLHVWRGHHSHQWKHXQGHUVWDQGLQJRI teacher practices facilitating social participation in the inclusive classroom. In addition, we recommend that future research would compare the perceived effectiveness of strategies per type of SEBD, either based on vignette studies or for own students and if there is a difference per type of SEBD and which strategies are applied in the classroom. Based on the different characteristics and needs of students within the spectrum of each type of SEBD, ZHZRXOGH[SHFWGLIIHUHQFHVLQSHUFHLYHGHIIHFWLYHQHVVDQGDSSOLDQFHRIVWUDWHJLHV &RRSHU 0RRLM 6PHHWV HQIRUFLQJWRGLIIHUHQWLDWHDQGGRQRWDSSO\DRQHVL]HĆWVDOO approach when facilitating social participation in the inclusive classroom.
)RUWKHXVHRIWKH76463&LQIXWXUHUHVHDUFKZHZRXOGUHFRPPHQGDGMXVWLQJWKH/LNHUW VFDOHVXVHGLQWKHTXHVWLRQQDLUHDQGLQFOXGLQJDQRSWLRQRIçQHYHUèIRUIUHTXHQF\DQGçQRW effective’ for perceived effectiveness. To enable a smooth comparison between the Likert VFDOHVZLWKRXWXVLQJUXOHVRIWKXPEZHUHFRPPHQGWKHXVHRI/LNHUWVFDOHVRIWKHVDPHVL]H Although more research is necessary to optimise the teacher strategy questionnaire, these VWXGLHVUHćHFWLPSRUWDQWDGYDQFHV2QDSUDFWLFDOOHYHOWKHWZRVWXGLHVSURYLGHGLQVLJKWV into naturalistic teaching practice. These insights, especially in the follow-up study, revealed that regular primary education teachers apply a limited repertoire of strategies directly aimed at facilitating the social participation of students in their classroom. This implies the need to provide more support for the regular primary education teacher, to equip them to adequately facilitate the social participation of all students in the classroom.
2QVFLHQWLĆFJURXQGVZHGRQRWUHFRPPHQGGHVLJQLQJDTXHVWLRQQDLUHRULQWHUYHQWLRQ that only focuses on one of the sub-categories of social participation, notwithstanding the HPSLULFDOUHVHDUFKDVWKHĆQGLQJVRIWKHPDLQVWXG\DQG.RVWHUHWDO LQGLFDWHWKDW in practice, these categories are perceived by teachers as being interwoven. Theoretical research has provided a solid conceptual basis for the different sub-categories of social SDUWLFLSDWLRQ *DUURWHHWDO .RVWHU1DNNHQHWDO $FFRUGLQJO\ZHUHFRPPHQG attending the multidimensionality of social participation when designing a questionnaire or intervention that is aimed at facilitating social participation (Garrote et al., 2017).
GENERAL CONCLUSION
This chapter has presented two related studies aimed at addressing the lack of knowledge regarding teacher strategies for facilitating the social participation of students with SEBD ZLWKLQDQLQFOXVLYHFODVVURRP,QOLJKWRIWKHĆQGLQJVRIERWKVWXGLHVZHFRQFOXGHWKDW UHJXODUSULPDU\HGXFDWLRQWHDFKHUVDSSO\DOLPLWHGUHSHUWRLUHRIVWUDWHJLHV7KLVĆQGLQJ that teachers do not apply a variety of strategies when facing problems related to the social participation of students in their classroom is of concern. The results and conclusions of both studies indicate an urgent need for future research on the development of interventions and revision of the pre- and in-service teacher development curricula to provide regular HGXFDWLRQWHDFKHUVZLWKVXIĆFLHQWVXSSRUWDQGSUHSDUDWLRQWRDGHTXDWHO\DGGUHVVDQG promote the social participation of students with SEBD within inclusive classrooms. Moreover, more research focussed on what teachers do in the classroom is needed to adequately equip teachers with a larger repertoire of teaching strategies focussed on VRFLDOSDUWLFLSDWLRQWKDWĆWWKHDFWXDOFODVVURRPFRQWH[W$OORZLQJWHDFKHUVWRGLIIHUHQWLDWH between students and different types of SEBD by applying more diverse strategies UDWKHU WKDQ D RQHVL]HĆWVDOO DSSURDFK IRU VRFLDO SDUWLFLSDWLRQ 7KLV ZRXOG FRQWULEXWH to the avoidance of the negative consequences of low social participation on the overall GHYHORSPHQWRIVWXGHQWVZLWKRUZLWKRXW6(%'ZKRDUHVRFLDOO\H[FOXGHGLQWKHLQFOXVLYH classroom.
