Article2007

The social position and development of pupils with SEN in mainstream Dutch primary schools

Marloes Koster · Sip Jan Pijl · Els J. van Houten · Han Nakken

69 citations0/0 files storedEuropean Journal of Special Needs Education

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Collaborative Teaching and Inclusion Behavioral and Psychological Studies Inclusion and Disability in Education and Sport

Abstract

Since August 2003, pupils with auditory, communicative, motor, mental or multiple disabilities, as well as severe behavioural/emotional problems, in The Netherlands have been entitled to receive a pupil‐bound budget when attending a mainstream school. The first experiences with this budget in regular Dutch primary schools are described in this paper. The focus is on the social position and development of 20 special educational needs (SEN) pupils who were placed in mainstream primary schools. The class teacher, parent(s) and peripatetic teacher of each of the pupils were interviewed; interviews focused on the cognitive, social and social‐emotional development of the SEN pupils. In addition, the class teacher, parent(s), peripatetic teacher and classmates assessed the social position of the SEN pupil via interviews and a sociometric questionnaire. The results showed that teachers and parents and, to a lesser extent, peripatetic teachers, had a more positive view of the social position of the SEN pupils than did classmates. The results of the sociometric questionnaire indicated that the social position of the SEN pupils and that of their non‐SEN classmates did not differ significantly, however. In addition, a panel of five independent assessors assessed the cognitive, social and social‐emotional development of the 20 SEN pupils by examining anonymous pupil dossiers, which comprised information derived from interviews with class teachers, parents and peripatetic teachers, together with results of the sociometric questionnaire and a copy of the individual education programme (IEP) of the SEN pupils. The assessments showed that the panel had concerns about the development of 35% of these pupils; it was (very) positive about a further 35% of the SEN pupils. An expected relation between the social position of the SEN pupils and satisfaction of the panel concerning the development of the SEN pupils, however, was not found.

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References

1987Peer relations and later personal adjustment: Are low-accepted children at risk?1982Dimensions and types of social status: A cross-age perspective.1992Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study.1991A comparison of methods for defining sociometric status among children.2004Discrepancies in judging social inclusion and bullying of pupils with behaviour problems 1992Social Mainstreaming of Mildly Handicapped Students

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2018Friendship stability among students with and without special educational needs 2013Bully/victim problems among G reek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions 2012Sociometric methods and difference: a force for good – or yet more harm

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