Plaatsing van leerlingen met een beperking in het reguliere onderwijs: De ontwikkeling van schoolvaardigheden, competentiebeleving en probleemgedrag

Translated title of the contribution: Inclusion of children with special educational needs in Dutch main-stream education

E. H. Kroesbergen, L. Sontag, R. C.M. Van Steensel, P. P.M. Leseman, S. H.G. Van Der Ven

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This article presents the results of a study on the development of SEN children with various types of disabilities that followed a full inclusion programme in Dutch mainstream education. Children's cognitive and socio-emotional development has been measured with various tests and questionnaires. During one school year, the development of SEN pupils in mainstream classes (n = 50) was compared to their normally achieving classmates (n = 315) and to a group of SEN children in special education classes (n = 52). Statistical analyses revealed neutral and - in one case - positive effects of inclusion on cognitive development, although SEN children still lagged behind their normally achieving classmates. Analyses further indicated a negative effect on selfperception and behaviour.

Translated title of the contributionInclusion of children with special educational needs in Dutch main-stream education
Original languageDutch
Pages (from-to)350-366
Number of pages17
JournalPedagogische Studien
Volume87
Issue number5
Publication statusPublished - 2010

Fingerprint

Dive into the research topics of 'Inclusion of children with special educational needs in Dutch main-stream education: De ontwikkeling van schoolvaardigheden, competentiebeleving en probleemgedrag'. Together they form a unique fingerprint.

Cite this