de Boer, Anke

de Leeuw, Renske

Minnaert, Alexander

English

It is known that teachers experience difficulties realizing the social participation of students with special educational needs in the inclusive education setting, in particular students with social and emotional problems and behaviour difficulties (SEBD; e.g. Schwab et al., 2015). These students are at risk of social exclusion, because they experience the most difficulties with their social participation in the inclusive classroom (e.g. Henke et al., 2017). Multiple meta-analyses on teacher’ strategies in the inclusive classroom indicate that teachers’ strategies are mostly focused on controlling the disruptive behaviour of students with SEBD (e.g. Durlak et al., 2010). The research to what teachers actually do to facilitate the social participation of these students is scares. To bridge the gap De Leeuw et al., (2018) conducted a focus group study and constructed the ‘Teacher Strategies for Social Participation’ (TS-SP) model. Hence, two studies will be presented. The first study presents the development and psychometric properties of the teacher strategy questionnaire for social participation in the classroom (TSQ-SPC). Confirmatory factor analysis, containing a first and second order factor, was applied to estimate the construct validity of the TSQ-SPC. This was based on a sample of 104 Dutch primary teachers (De Leeuw et al., 2017). Based on the suggested model modification indices the questionnaire was adapted. The second study will present the results of the modified TSQ-SPC from 163 Dutch regular primary teachers in the regular education setting. The results will provide insights in which teacher’ strategies are applied to facilitate social participation of students with SEBD. The results of the two studies will be discussed in terms of implication for research on teacher education and education practices to facilitate more empirical support for teacher strategies facilitating the social participation of students with SEBD in the inclusive educational setting

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   University of GroningenBridging the gap between theory and practicede Leeuw, Renske; de Boer, Anke; Minnaert, AlexanderIMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite fromit. Please check the document version below.Document VersionFinal author's version (accepted by publisher, after peer review)Publication date:2018Link to publication in University of Groningen/UMCG research databaseCitation for published version (APA):de Leeuw, R., de Boer, A., & Minnaert, A. (2018). Bridging the gap between theory and practice: identifyingwhat primary teachers do to facilitate the social participation of students with SEBD in the inclusiveclassroom. Abstract from International Conference on Inclusion, Wupptertal, Germany.CopyrightOther than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of theauthor(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).The publication may also be distributed here under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license.More information can be found on the University of Groningen website: https://www.rug.nl/library/open-access/self-archiving-pure/taverne-amendment.Take-down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons thenumber of authors shown on this cover page is limited to 10 maximum.Download date: 21-06-2022Bridging the gap between theory and practice: identifying what primary teachers do to facilitate the social participation of students with SEBD in the inclusive classroom  Author(s): *De Leeuw, Renske R. University of Groningen. (r.r.de.leeuw@rug.nl). De Boer, Anke A. University of Groningen. (anke.de.boer@rug.nl). Minnaert, Alexander E.M.G. University of Groningen. (a.e.m.g.minnaert@rug.nl).   * presenting  Abstract  It is known that teachers experience difficulties realizing the social participation of students with special educational needs in the inclusive education setting, in particular students with social and emotional problems and behaviour difficulties (SEBD; e.g. Schwab et al., 2015). These students are at risk of social exclusion, because they experience the most difficulties with their social participation in the inclusive classroom (e.g. Henke et al., 2017). Multiple meta-analyses on teacher’ strategies in the inclusive classroom indicate that teachers’ strategies are mostly focused on controlling the disruptive behaviour of students with SEBD (e.g. Durlak et al., 2010). The research to what teachers actually do to facilitate the social participation of these students is scares. To bridge the gap De Leeuw et al., (2018) conducted a focus group study and constructed the ‘Teacher Strategies for Social Participation’ (TS-SP) model.  Hence, two studies will be presented. The first study presents the development and psychometric properties of the teacher strategy questionnaire for social participation in the classroom (TSQ-SPC). Confirmatory factor analysis, containing a first and second order factor, was applied to estimate the construct validity of the TSQ-SPC. This was based on a sample of 104 Dutch primary teachers (De Leeuw et al., 2017). Based on the suggested model modification indices the questionnaire was adapted. The second study will present the results of the modified TSQ-SPC from 163 Dutch regular primary teachers in the regular education setting. The results will provide insights in which teacher’ strategies are applied to facilitate social participation of students with SEBD.  The results of the two studies will be discussed in terms of implication for research on teacher education and education practices to facilitate more empirical support for teacher strategies facilitating the social participation of students with SEBD in the inclusive educational setting.  References  De Leeuw, R.R, De Boer, A.A., Bijstra, J., and 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, 1-15. De Leeuw, R.R., De Boer, A.A., and Minnaert, A.E.M.G. (2017). Leerkracht strategieën bij sociale exclusie bij leerlingen met sociaal-emotionele en gedragsproblemen: Een pilot naar de psychometrische eigenschappen van het TS-SP model [Teacher strategies addressing the social exclusion of students with social and emotional problems and behavioural difficulties: A pilot study to the psychometric properties of the TS-SP model]. Poster presentation at the Onderwijs Researchdagen, Antwerp, Belgium. Durlak, J. A., Weissberg, R. P., and Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal Community Psychology, 45(3-4), 294-309. Henke, T., Bogda, K., Lambrecht, J., Bosse, S., Koch, H., Maaz, K., and Spörer, N. (2017). Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms. Zeitschrift Für Erziehungswissenschaft, 20(3), 449-474.  Schwab, S., Gebhardt, M., Krammer, M., and Gasteiger-Klicpera, B. (2015). Linking Self-Rated Social Inclusion to Social Behaviour. An Empirical Study of Students With and Without Special Education Needs in Secondary Schools. European Journal of Special Needs Education, 30(1), 1-14.  

Bridging the gap between theory and practice:identifying what primary teachers do to facilitate the social participation of students with SEBD in the inclusive classroom

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Bridging the gap between theory and practice:identifying what primary teachers do to facilitate the social participation of students with SEBD in the inclusive classroom

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