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

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.