Abstract
Background: Students with Emotional and Behavior Disorders (EBD) participate in regular or special education. It is unclear what determines the choices for which form of education.
Objectives: This study examined which student and teacher factors and which self-perceived problems of students with EBD are related to these placement choices.
Methods: Participants were 61 Dutch children with EBD, aged 7 to 10, and 962 Dutch typically developing students, aged 6 to 11. Data were collected with students and teachers with classroom surveys, from application files, and during individual testing sessions with students with EBD.
Results: Student characteristics did not differ between students with EBD referred to regular or to special education. Various aspects of teacher self-efficacy and teacher attitudes towards inclusive education were related to placement choices for students with EBD. Substantial evidence was found that students with EBD had more negative self-perceptions about their social-emotional development than typically developing students, while self-perceptions did not differ between students with EBD who were referred to regular or special education.
Conclusion: Apparently, placement choices for children with EBD do not depend on the factors that are deemed essential by existing policies, whereas teacher characteristics do seem to play a role.
Objectives: This study examined which student and teacher factors and which self-perceived problems of students with EBD are related to these placement choices.
Methods: Participants were 61 Dutch children with EBD, aged 7 to 10, and 962 Dutch typically developing students, aged 6 to 11. Data were collected with students and teachers with classroom surveys, from application files, and during individual testing sessions with students with EBD.
Results: Student characteristics did not differ between students with EBD referred to regular or to special education. Various aspects of teacher self-efficacy and teacher attitudes towards inclusive education were related to placement choices for students with EBD. Substantial evidence was found that students with EBD had more negative self-perceptions about their social-emotional development than typically developing students, while self-perceptions did not differ between students with EBD who were referred to regular or special education.
Conclusion: Apparently, placement choices for children with EBD do not depend on the factors that are deemed essential by existing policies, whereas teacher characteristics do seem to play a role.
Original language | English |
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Title of host publication | Education- and Family Oriented Interventions for Children with Emotional and/or Behavioral Problems |
Publication status | Unpublished - 18 May 2016 |
Event | VNOP-ISED-CAS Research Days 2016 - Leiden University Duration: 10 Nov 2016 → 11 Nov 2016 |
Conference
Conference | VNOP-ISED-CAS Research Days 2016 |
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Period | 10/11/16 → 11/11/16 |
Keywords
- emotional and behavioral disorders
- placement choice
- self-perceptions
- teacher self-efficacy
- teacher attitudes