SEN and the art of teaching: The effect of systematic academic instruction on the academic and behavioural problems of students with EBD in special education

Antoinette Jacqueline van der Kamp

SEN and the art of teaching: The effect of systematic academic instruction on the academic and behavioural problems of students with EBD in special education

Antoinette Jacqueline van der Kamp

Ontwikkelings- en Gedragsstoornissen in Onderwijs en Zorg: Assessment en Interventie

Onderzoeksoutput

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Samenvatting

Het onderzoek heeft betrekking op het leerstofaanbod in speciale scholen voor leerlingen met ernstige gedragsproblemen (Cluster 4). In de literatuur wordt vaak gesuggereerd dat de leeruitkomsten van deze leerlingen verklaard kunnen worden vanuit de aanname dat er te veel tijd aan hun gedrag wordt besteed ten koste van de leerinstructie. De uitkomsten van dit onderzoek laten echter iets anders zien. Leerkrachten bieden tijdens hun lessen meer leertaakgerichte instructie dan gedragsgerichte instructie en ze doen dat planmatig. Dat laatste is noodzakelijk omdat leerlingen juist op het SO zitten omdat het reguliere aanbod onvoldoende kon voorzien in hun specifieke en individuele onderwijsbehoeften. Leerlingen hebben een aangepast aanbod nodig en het speciaal onderwijs doet het in dit opzicht goed! De bevindingen laten echter ook zien dat er met betrekking tot de uitvoering van planmatige leertaakgerichte instructie in de dagelijkse praktijk nog wel een paar hobbels zijn te nemen. Deze leerlingen, vaak gediagnosticeerd met ernstige gedragsstoornissen en met een scala aan uiteenlopende problematische gedragingen, worden samengebracht in groepen van gemiddeld tien leerlingen. Om tegemoet komen aan de verscheidenheid aan speciale behoeften van al deze doorverwezen leerlingen zal de leerkracht keuzes moeten maken. Daar komt bij dat, om escalaties in probleemgedrag te voorkomen, alle aandacht van de leerkracht soms naar slechts één of twee leerlingen in de klas moeten gaan. Dit ten koste van anderen. Hier zit de bottleneck van het lesgeven op het SO, namelijk de uitdaging om in één groep door één leerkracht aan alle individuele leerlingen op maat gesneden onderwijs te bieden op basis van hun unieke behoeften.

Originele taal-2	English
Kwalificatie	Doctor of Philosophy
Toekennende instantie	Rijksuniversiteit Groningen
Begeleider(s)/adviseur	Minnaert, Alexander, Supervisor Pijl, Sipke, Supervisor Post, Wendy, Co-supervisor Bijstra, J.O, Co-supervisor, Externe Persoon
Datum van toekenning	25-okt-2018
Plaats van publicatie	[Groningen]
Uitgever	Rijksuniversiteit Groningen
Gedrukte ISBN's	978-94-034-1084-5
Elektronische ISBN's	978-94-034-1084-2
Status	Published - 2018

Toegang tot document

Title and contentsFinal publisher's version, 134 KB
Chapter 1Final publisher's version, 363 KB
Chapter 2Final publisher's version, 721 KB
Chapter 3Final publisher's version, 700 KB
Chapter 4Final publisher's version, 629 KB
Chapter 5Final publisher's version, 862 KB
Chapter 6Final publisher's version, 1,47 MB
Chapter 7Final publisher's version, 412 KB
ReferencesFinal publisher's version, 501 KB
SamenvattingFinal publisher's version, 305 KB
DankwoordFinal publisher's version, 352 KB
About the authorFinal publisher's version, 3,99 MB
Complete thesisFinal publisher's version, 8,69 MB
PropositionsFinal publisher's version, 505 KB

Citeer dit

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title = "SEN and the art of teaching: The effect of systematic academic instruction on the academic and behavioural problems of students with EBD in special education",

abstract = "This research concerns the curriculum in special schools for students with severe behavioural problems (Cluster 4). In literature, it is often suggested that the learning outcomes of these students can be explained by the assumption that too much time is spent on their behaviour at the expense of the learning instruction. However, the results of this research show something else. Teachers offer more academic instruction during their lessons than behavioural instruction and in a systematic manner. The latter is necessary because the specific and individual educational needs of these students could not be met sufficiently with a regular curriculum. These students need an adapted curriculum and special education is doing well in this respect! However, the findings also show that there are still a few obstacles to be overcome when it comes to the implementation of systematic academic instruction in daily practice of SE. These students, often diagnosed with severe behavioural disorders and with a range of different problematic behaviours, are brought together in groups of ten students averagely . To meet the variety of the special needs of all these referred students, teachers will have to make choices. In addition, to prevent escalations in problem behaviour, all the teacher's attention sometimes needs to go to only one or two students in the classroom. The latter at the expense of the other students that also need their attention. This is the bottleneck of teaching at SE, namely the challenge of the teacher to offer all individual students adaptive instruction based on their unique needs simultaneously in one group.",

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AB - This research concerns the curriculum in special schools for students with severe behavioural problems (Cluster 4). In literature, it is often suggested that the learning outcomes of these students can be explained by the assumption that too much time is spent on their behaviour at the expense of the learning instruction. However, the results of this research show something else. Teachers offer more academic instruction during their lessons than behavioural instruction and in a systematic manner. The latter is necessary because the specific and individual educational needs of these students could not be met sufficiently with a regular curriculum. These students need an adapted curriculum and special education is doing well in this respect! However, the findings also show that there are still a few obstacles to be overcome when it comes to the implementation of systematic academic instruction in daily practice of SE. These students, often diagnosed with severe behavioural disorders and with a range of different problematic behaviours, are brought together in groups of ten students averagely . To meet the variety of the special needs of all these referred students, teachers will have to make choices. In addition, to prevent escalations in problem behaviour, all the teacher's attention sometimes needs to go to only one or two students in the classroom. The latter at the expense of the other students that also need their attention. This is the bottleneck of teaching at SE, namely the challenge of the teacher to offer all individual students adaptive instruction based on their unique needs simultaneously in one group.

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