227 research outputs found
Chapter 1 Student voices on social exclusion in general primary schools
Advocates of inclusive education argue that the social inclusion of
students with special educational needs (SEN) increases when they
are educated with typically developing peers. However, research
indicates that this is not apparent for all students with SEN. Students
with social, emotional and behavioural diffi culties (SEBD) are often
socially excluded. To understand the situation of these students,
their voices should be heard. The aim of the current explorative study
was to gain insight into: (1) the experiences of students with SEBD
regarding victimisation and social exclusion, and (2) the approaches
they applied and preferred resolving social problems. We conducted
semi-structured interviews with 28 socially excluded students from
grades 5 and 6, attending general ( N = 6) and segregated special
( N = 21) primary education. The participants were prompted to
talk about their own experiences using hypothetical scenarios. The
interviews were analysed using a multi-grounded theory approach.
The results show that students preferred diff erent approaches to
resolving these social problems than the applied approaches. They
would have liked to have seen their peers and teachers to show more
initiative. In line with these results, the need to listen to the students’
voices are emphasised
An empirical study on primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia
Empirical research revealed that teachers’ attitudes play a crucial role in successful implementation of inclusive education. This study aimed to examine primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. Respondents completed the attitude scale which comprised the theory-driven cognitive, affective and behavioral components of attitude. The findings show that teachers are in favor of inclusion and their attitudes seem to be related to their teaching experiences and training in special education. In addition, the development of attitude scale for this study fails to confirm the differentiation of three components of attitude
Chapter 1 Student voices on social exclusion in general primary schools
Advocates of inclusive education argue that the social inclusion of
students with special educational needs (SEN) increases when they
are educated with typically developing peers. However, research
indicates that this is not apparent for all students with SEN. Students
with social, emotional and behavioural diffi culties (SEBD) are often
socially excluded. To understand the situation of these students,
their voices should be heard. The aim of the current explorative study
was to gain insight into: (1) the experiences of students with SEBD
regarding victimisation and social exclusion, and (2) the approaches
they applied and preferred resolving social problems. We conducted
semi-structured interviews with 28 socially excluded students from
grades 5 and 6, attending general ( N = 6) and segregated special
( N = 21) primary education. The participants were prompted to
talk about their own experiences using hypothetical scenarios. The
interviews were analysed using a multi-grounded theory approach.
The results show that students preferred diff erent approaches to
resolving these social problems than the applied approaches. They
would have liked to have seen their peers and teachers to show more
initiative. In line with these results, the need to listen to the students’
voices are emphasised
Onderzoeksproject leerbaarheid van hoofdrekenen - naar criteria voor differentiatie en planning
Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students
According to self-determination theory, need-supportive teaching is an important aspect of teacher-student interactions. It involves supporting the basic psychological needs of autonomy, competence, and relatedness. In this study, we observed need-supportive teaching in teacher-student interactions with students with special educational needs (SEN) and typically developing students in pre-vocational secondary education. Need-supportive teaching was coded in teacher-student interactions in 59 lessons across 7 classes. Teachers interacted just as often with students with SEN as they did with students without SEN. Multilevel analysis indicates that teachers provided higher levels of need support to students with behavioural problems. Autonomy support increased slightly throughout the school year. The provision of structure was erratic at first, with the highest level halfway through the school year and the lowest at the end. Involvement declined halfway through the school year and stabilised thereafter. These patterns were largely the same for students with SEN, albeit with more fluctuations between lessons
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