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

Author Note: This research was supported by de Ambelt. De Ambelt had no involvement in the conduct of the research and/or preparation of the article. The fifth author was supported by a grant from the Netherlands Organization for Scientific Research: NWO-VIDI-452-14-006. The first and second authors were employed by the institutions for special education services in The Netherlands in which the data for this study were collected. They do not have any financial or nonfinancial interest in these services or placement choices made by these services.

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 social–emotional 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.

Keywords:

• social/emotional/behavioral difficulties
• placement choice
• self-perception
• teacher self-efficacy
• teacher attitude
• Bayes

Additional information

Notes on contributors

Inge Zweers

Inge Zweers, PhD, currently is a postdoctoral researcher at the Free University of Amsterdam (VU Amsterdam), the Netherlands. At VU Amsterdam, she examines the effects of inquiry-based learning for students with special educational needs. In addition, Inge works as a research coordinator at an institution for upper secondary vocational education and training (ROC van Twente). Her research at ROC van Twente focuses on teacher professionalization and improving learning processes, student involvement, and student well-being at school.

Jan O. Bijstra

Jan O. Bijstra, PhD, is a research coordinator at the Regional Centre of Expertise for EBD Schools (RENN4) in Groningen, the Netherlands. His research focuses on how to support teachers of students with EBD and how to improve the educational curriculum and learning outcomes of students with EBD. In addition, he is collaborating with different universities in supervising doctoral students in the field of developmental psychology.

Bram Orobio de Castro

Bram Orobio de Castro, PhD, is a full professor of developmental psychopathology at Utrecht University, The Netherlands. His research group studies prevention and intervention for behavior problems among children and youth, focusing on experimental innovations, such as a virtual reality cognitive–behavioral therapy. He chairs national programs to reduce bullying and improve effectiveness of intervention for youth in the Netherlands.

Nouchka T. Tick

Nouchka T. Tick, PhD, works as an assistant professor of developmental psychology at Utrecht University, The Netherlands. Her research interests include student–teacher relationships and student and teacher behavior in schools. Her current research examines the effectiveness of teacher-focused coaching programs among teachers working with students with EBD in regular and special education.

Rens A. G. J. van de Schoot

Rens A. G. J. van de Schoot, PhD, works as an associate professor at Utrecht University in the Netherlands and as an extraordinary professor North-West University in South Africa. He is specialized in the inclusion of expert opinions into Bayesian statistical models to deal with small samples and to bring practice and theory closer together. His research interests are various, but he is particularly interested in Bayesian statistics, longitudinal data, and small samples.