Teachers' perceptions of remediation possibilities of Dutch students in special education

British Journal of Educational Psychology

Volumn 76, Issue 4, 2006, Pages 745-759

  Bakker, Joep T A ^a   Bosman, Anna M T ^a  

^a RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADULT; ARTICLE; ATTITUDE; BEHAVIOR DISORDER; CHILD; CHILD PARENT RELATION; EDUCATION; FEMALE; HUMAN; LEARNING DISORDER; MALE; METHODOLOGY; NETHERLANDS; OBSERVER VARIATION; QUESTIONNAIRE; STUDENT; TEACHING; UNIVERSITY;

ACHIEVEMENT; ADULT; ATTITUDE; CHILD; CHILD BEHAVIOR DISORDERS; EDUCATION, SPECIAL; FACULTY; FEMALE; HUMANS; LEARNING DISORDERS; MALE; NETHERLANDS; OBSERVER VARIATION; PARENT-CHILD RELATIONS; QUESTIONNAIRES; REMEDIAL TEACHING; STUDENTS;

EID: 33845513835     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709905X63768     Document Type: Article

References (42)

1. Achenbach, T. M. (1991). Child behavior checklist/4-18. Burlington, VT: University of Vermont.
2. Achenbach, T. M., & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged 4 through 16. Monographs of the Society for Research in Child Development, 46, 1-78.
3. Bakker, J. T. A. (1984). De leerkracht en de slechte leerling: een studie naar inhoudelijke en structurele aspecten van de oordeelsvorming van leerkrachten [The teacher and the bad pupil: A research into intrinsic and structural aspects of teachers' judgment formation]. Meppel, The Netherlands: Krips Repro.
4. Bakker, J. T. A., & Ubachs, C. B. L. M. (1993). Oordeelsvorming en remediëringskansen in het speciaal onderijwijs [Judgement formation and remediation possibilities in special education]. Tijdschrift voor Orthopedagogiek, 32, 19-29.
5. Becker, H. S. (1952). Social-class variations in the teacher-pupil relationship. Journal of Education Sociology, 25, 451-465.
6. Bender, W. N. (1987). Secondary personality and behavior problems in adolescents with learning disabilities. Journal of Learning Disabilities, 20, 301-305.
7. Centraal Bureau voor de Statistiek. (2003). Themabeschrijving Onderwijs [Theme description: Education]. Retrieved May 30, 2005, from CBS online via: http://www.cbs.nl/nl/cijfers/themabeschrijvingen/onderwijs.htm.
8. Childs, G., & McKay, M. (1997). The influence of family background on teachers' ratings of children starting school. Australian Journal of Psychology, 49, 33-41.
9. Childs, G., & McKay, M. (2001). Boys starting school disadvantaged: Implications from teachers' ratings of behaviour and achievement in the first two years. British Journal of Educational Psychology, 71, 303-314.
10. Drame, E. R. (2002). Sociocultural context effects on teachers' readiness to refer for learning disabilities. Exceptional Children, 69, 41-53.
11. Goldenberg, C. (2001). Making schools work for low-income families. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 211-231). New York: Guilford Press.
12. Gottlieb, J., & Alter, M. (1994). An analysis of referrals, placement, and progress of children with disabilities who attend New York City public schools. New York: New York University.
13. Gottlieb, J., & Weinberg, S. (1999). Comparison of students referred and not referred for special education. Elementary School Journal, 99, 187-199.
14. Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252.
15. Hallahan, D. P., Lloyd, J. W, Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities. Foundations, Characteristics, and Effective Teaching. Boston, MA: Ally and Bacon.
16. Harris, J. C., King, S. L., Reifler, J. P., & Rosenberg, L. A. (1984). Emotional and learning disorders in 6- to 12-year-old boys attending special schools. Journal of the American Academy of Child Psychiatry, 23, 431-437.
17. Hendrick, I. G., & MacMillan, D. L. (1989). Selecting children for special education in New York City: William Maxwell, Elizabeth Farrell and the development of ungraded classes, 1900-1920. Journal of Special Education, 22, 395-417.
18. Herderschêe, D. (1929). Hoe onderzocht, en hoe onderzoekt men de candidaten voor B.O.? [How were and how are students tested for special education?]. In P. H. Schreuder, G. J. Vos, & D. Herderschêe (Eds.), Gedenkboek omtrent zorg voor en onderwijs aan zwakzinnigen (pp. 75-79). Den Haag, The Netherlands: Haga.
19. Leach, D. (1977). Teachers' perceptions and 'problem' pupils. Educational Review, 29, 188-203.
20. Maas, C. J. M. (2000). The interaction process between teacher and students: The labelling of students on the basis of relative characteristics. Social Behavior and Personality, 28, 515-528.
21. Maas, C. J. M., & Meijnen, G. W. (1999). Problem students: A contextual phenomenon? Social Behavior and Personality, 27, 387-406.
22. Mamlin, N., & Harris, K. R. (1998). Elementary teachers' referral to special education in light of inclusion and referral: Every child is here to learn . . . but some of these children are in real trouble. Journal of Educational Psychology, 90, 385-396.
23. McConaughy, S. H., Mattison, R. E., & Peterson, R. L. (1994). Behavior/emotional problems of children with serious emotional disturbance and learning disabilities. School Psychology Review, 23, 81-98.
24. Mehan, H., Hertweck, A., & Miehls, J. J. (1986). Handicapping the handicapped. Stanford, CA: Stanford University Press.
25. Ministerie van Onderwijs & Cultuur en Wetenschap. (2000). Derde voortgangsrapportage Weer Samen Naar School [Third continuity report. Together to school again]. Accessed from http://www.minocw.nl.
26. Ministerie van Onderwijs & Cultuur en Wetenschap. (2003). Vijfde voortgangsrapportage Weer Samen Naar School [Fifth continuity report. Together to school again]. Accessed from http://www.minocw.nl.
27. Ministerie van Onderwijs & Cultuur en Wetenschap. (2004). Zesde voortgangsrapportage Weer Samen Naar School [Sixth continuity report. Together to school again]. Accessed from http://www.minocw.nl.
28. Ministerie van Onderwijs, & Wetenschappen. (1985). Wet op bet basisonderwijs [Primary Education Act]. The Netherlands: Staatsuitgeverij.
29. Ministerie van Onderwijs, & Wetenschappen. (1990). Weer samen naar school. Hoofdlijnennotitie [Together to school again. Main issues]. Den Haag, The Netherlands: SDU.
30. Pijl, Y. J. (1997). Stabilisatie deelname aan LOM en MLK onafhankelijk van WSNS-beleid [Stabilization of participation on LD and MMR education independent of WSNS policy]. Tijdschrift voor Orthopedagogiek, 36, 131-139.
31. Rock, E. E., Fessler, M. A., & Church, R. P. (1997). The concomitance of learning disabilities and emotional/behavioural disorders: A conceptual model. Journal of Learning Disabilities, 30, 245-263.
32. Schachter, D. C., Pless, I. B., & Bruck, M. (1991). The prevalence and correlates of behavior problems in learning disabled children. Canadian Journal of Psychiatry, 36, 323-331.
33. Smeets, E. F. L. (2003). Op weg naar samenhang. De samenwerkingsverbanden Weer Samen Naar School [Towards coherence. Cooperation clusters. Together to school again]. Nijmegen, The Netherlands: ITS.
34. Span, B. (1988). De kwaliteit van de onderwijskundige zorg in regulier en speciaal onderwijs. [Quality of educational care in regular and special education]. Groningen, The Netherlands: RION.
35. Sprik, W. (1998). Kinderen met leerproblemen [Children with learning disabilities]. In F. de Hoop, D. J. Hanson, & A. H. van Kooten (Eds.), Gaan alle kinderen naar de basisschool? (pp. 216-249). Baarn, The Netherlands: Intro.
36. Stoep, J., Bakker, J., & Verhoeven, L. (2002). Parental and teacher commitment to emergent literacy development. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 249-264). Amsterdam: John Benjamins Publishing.
37. Van Rijswijk, K., & Kool, E. (1999). De ontwikkeling van het speciaal onderwijs in de tweede helft van de 20e eeuw [The development of special education in the second half of the 20th century]. In R. de Groot & J. D. van der Ploeg (Eds.), Het kind van de eeuw: bet kind van de rekening (pp. 131-155). Houten, The Netherlands: Bonn Stafleu Van Loghum.
38. Verhulst, F. C., van der Ende, J., & Koot, H. M. (1997). Teacher's Report Form, Nederlandse versie. [Teacher's Report Form: Dutch version]. Rotterdam, The Netherlands: Erasmus Universiteit.
39. Wehmeyer, M. L., & Schwartz, M. (2001). Disproportionate representation of males in special education services: Biology, behavior, or bias? Education and Treatment of Children, 24, 28-45.
40. Ysseldyke, J., Algozzine, B., Shinn, M., & McGue, M. (1982). Similarities and differences between underachievers and students classified learning disabled. Journal of Special Education, 16, 73-85.
41. Ysseldyke, J., Thurlow, M., Graden, J., Wesson, C., Algozzine, B., & Deno, S. (1983). Generalizations from five years of research on assessment and decision-making: The University of Minnesota Institute. Exceptional Education Quarterly, 4, 75-93.
42. Zellman, G., & Waterman, J. (1998). Understanding the impact of parent school involvement on children's educational outcomes. Journal of Educational Research, 91, 370-380.