Which School for Whom? Placement Choices for Inclusion or Exclusion of Dutch Students With Social, Emotional, and Behavioral Difficulties in Primary Education

Abstract

This study examined which factors were related to placement choices for inclusive regular education or exclusive special education for Dutch students with social, emotional, and behavioral difficulties (SEBD). Students aged 6-11 in three subgroups participated: 45 included and 17 excluded students with SEBD (i.e., educated in regular education classrooms and in a separate setting exclusively for students with SEBD, respectively) and 772 typically developing peers. Before placement choices had been made, we collected data from students and teachers during classroom surveys and individual testing sessions with students with SEBD and from application files. Using Bayesian statistics, we found that included and excluded students with SEBD were similar in student functioning prior to placement, whereas teachers of included students had lower self-efficacy and more positive attitudes toward inclusion than teachers of excluded students. Furthermore, included and excluded students perceived their socialemotional functioning more negatively than typically developing peers. Hence, although considered essential by existing policies, placement choices may not depend on student functioning, but teacher factors may play a role.

Profil Siswa Beresiko Gangguan Emosi dan Perilaku di Sekolah Inklusi Kota Yogyakarta

“…Namun, karakteristik perilaku yang berbeda yaitu perilaku menarik diri dari lingkungan juga dapat muncul. Perilaku menarik diri termasuk perilaku internal, seperti siswa pemalu yang hanya memiliki satu atau dua teman dan jarang berinteraksi dengan teman, guru dan orang lain (Carroll & Hurry, 2018;Zweers et al, 2019).…”

Interventions Under the Microscope: Emotionregulation training as a treatment element for externalizing problems in adolescence

“…In special education, classrooms are smaller, but children can receive additional support in both types of education. Research shows that children who are placed in either regular or special education schools do not differ prior to placement in social, emotional, behavioral and academic functioning (Zweers et al, 2019). Therefore, the current study included adolescents from both types of education.…”