What do Dutch general education teachers do to facilitate the social participation of students with SEBD?

Renske Ria de Leeuw*, Anke de Boer, Alexander Minnaert

*Bijbehorende auteur voor dit werk

OnderzoeksoutputAcademicpeer review

6 Citaten (Scopus)
100 Downloads (Pure)


Few studies have addressed the daily practice of applied teacher strategies aimed at facilitating the social participation of students with social-emotional problems or behavioural difficulties (SEBD). In this paper, we present two interlinked studies that address this topic. The main study reports on the development of the Teacher Strategy Questionnaire on Social Participation in the Classroom (TSQ-SPC). We tested the questionnaire's construct validity by performing a second-order confirmatory factor analysis. The follow-up study presents the results of a survey of 163 Dutch general primary education teachers of inclusive classes using a modified version of the TSQ-SPC. It provides insights on the strategies that teachers apply in their daily practice to facilitate positive social participation of students with SEBD. The findings of both studies suggest that general 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 general education teachers.

Originele taal-2English
Pagina's (van-tot)1194-1217
Aantal pagina's24
TijdschriftInternational Journal of Inclusive Education
Nummer van het tijdschrift11
Vroegere onlinedatum26-aug.-2018
StatusPublished - 18-sep.-2020

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