Sociometric Status and Self-Image of Children with Specific and General Learning Disabilities in Dutch General and Special Education Classes

Bakker, J.T.A.; Denessen, Eddie; Bosman, A.M.T.; Krijger, Eva-Maria; Bouts, Lex

doi:10.2307/30035515

Cited by 43 publications

(60 citation statements)

References 39 publications

(23 reference statements)

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“…Whilst the results from the studies contradict the contact hypothesis, it remains unclear what causes the underrepresentation in the popular group. Two assumptions have been investigated and tested: "the students' level of academic achievement, and status as "a child with LD" contributing to a lower level of acceptance" (Bakker, et al, 2007, p. 48) [15]. The evidence from Bakker and Bosman's (2003) [21] study supported the former while Wiener, Harris and Shirer's (1990) [22] evidence supported the latter.…”

Section: Introductionsupporting

confidence: 72%

“…According to a number of international conventions, including the UN Rights of the Child Article 24 (UNICEF, 2007) [13] and the UNESCO Salamanca Statement (1994) [14] placing children in special education schools began to be viewed as an infringement on the right to equal opportunity (Bakker, Denessen, Bosman, Krijger & Bouts, 2007) [15]. This right was inspired by research informed by the contact hypothesis (Allport, 1954, Maras & Brown, 2000 [16,17].…”

Section: Introductionmentioning

confidence: 99%

“…Other areas that might be considered for some students are safety, motor development, emotional wellbeing, sensory needs and transitions. This criteria mimics the evidence from Bakker, et al, (2007) [15] study of Dutch schools and the situation in UK schools.…”

mentioning

confidence: 99%

“…Further, teachers in mainstream education are less likely to have completed specialised training (Bakker, et al, 2007) [15]. From a study that investigated mathematics teaching and learning in twelve special schools in Australia Ewing (2016b) [24] found that only 35% of participating teachers (N=48) identified as having a qualification in the special education field, for example, autism studies.…”

mentioning

confidence: 99%

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Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Plessis¹,

Ewing²

2017

ujer

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Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students' learning; and 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels.

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Section: Introductionsupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Plessis¹,

Ewing²

2017

ujer

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“…Sixty percent of these students receive education in either a resource room or in a special education class (Bakker, Denessen, Bosman, Krijger, & Bouts, 2007).…”

Section: History Of Special Educationmentioning

confidence: 99%

Student Perceptions of Learning Disability Labels at the Junior High and High School Level

Matheson¹

2009

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This qualitative research study provides student perceptions of their own Learning Disability labels at the Junior High and High School level. All thirty-five students who were involved answered questions during in-depth interviews. The students represented a sample population of small, rural, and public junior high and high school students.Interview questions focused on the benefits and limitations of being labeled with a learning disability. Data analysis results showed that students preferred being in special education or being labeled as learning disabled because they are able to gain help in order to be successful in school. Limitations and negative aspects were also noted and taken into account in this study. This information within this study can be used for educators to gain more insight into the personal opinions and perceptions of his or her LD students.

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PROTOCOL: The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs

Dalgaard

Bondebjerg

Viinholt

et al. 2021

Campbell Systematic Reviews

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The term children with special educational needs (SEN) refers to highly diverse populations of children with a wide range of physical, cognitive and socioemotional disabilities or difficulties as well as strengths and resources causing them to require varying degrees of special educational support and assistance (Squires, 2012;Vehmas, 2010;Wilson, 2002).Several studies document significant gender imbalances in the number of students who receive special educational support, and for most disability categories the prevalence is higher for boys (Skårbrevik, 2002). The reasons for these imbalances are likely complex, and it is beyond the scope of the present review to account for the hypotheses and findings associated with each disability category. However, a general hypothesis across different categories of special educational needs is the notion that special educational needs are more likely to remain undetected in girls as symptoms and problems in girls may be less visible to educators (Arms et al., 2008).Traditional special education consists of segregating students with special needs from mainstream students within separate and typically smaller classrooms or educational settings. However, as early as in the 1930s, a movement originally known as mainstreaming, and in more recent years as inclusion, has sought to bring an end to segregated placement as the preferred educational option for students with special needs (Carlberg & Kavale, 1980). In 1994, the idea of inclusive education became even more consolidated when the Salamanca Statement was adopted by representatives from 92 countries, resulting in an international shift in policy. This meant that far more students with special needs started entering general educational settings around the globe (Murawski & Lee Swanson, 2001;Ruijs & Peetsma, 2009).The terms inclusion, mainstreaming, integrated placement, and cross-categorical instruction all refer to educational settings with a group composition consisting of a mixture of students with and without special educational needs. In the present review, we have chosen to use the term inclusion to refer to general educational settings in which there is a mixture of students with and without special educational needs. Ideally, inclusion and inclusive education should be based on an educational approach in which the goal is to continuously address and respond to the diversity of needs of all learners through increasing participation and reducing exclusion within and from education. Inclusion thus may involve changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children and a conviction that it is the responsibility of the regular system to educate all children.Inclusion emphasises the provision of opportunities for equal participation of children with disabilities (physical, social and/or emotional) whenever possible into general education, but leaves open the possibility of personal choice and options for special assistance and facilities for those who need ...

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Sociometric Status and Self-Image of Children with Specific and General Learning Disabilities in Dutch General and Special Education Classes

Cited by 43 publications

References 39 publications

Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Student Perceptions of Learning Disability Labels at the Junior High and High School Level

PROTOCOL: The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs

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