Sip Jan Pijl
Biographic Data
| ID | 759464 |
|---|---|
| NAME | Sip Jan Pijl |
| GIVEN NAMES | Sip Jan |
| FAMILY NAME | Pijl |
| SIGNATURE | PIJL S J |
| AFFILIATIONS | University of Groningen |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Fighting segregation in special needs education in the Netherlands: The Effects of Different Funding Models
In the past few decades, the number of students attending segregated special schools in the Netherlands has risen considerably. In 1975, 2.2% of all students between 4 and 11 years old attended a special school, and this percentage almost doubled to 4.3% over the next 20 years. In order to stop further growth, two new education policies came into force in 1995 and 2003: Together to School Again and the so-called Backpack. These policies differed …
Personality traits of expert teachers of students with EBD: Clarifying a teacher's X-factor
Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was …
Students’ Attitudes towards Peers with Disabilities: A review of the literature
The trend towards inclusive education has led to an increase of studies focusing on peer attitudes. This review study presents an overview of studies describing attitudes of students, variables relating to students’ attitudes, and the relationship between students’ attitudes and the social participation of peers with disabilities. Based on a literature search we selected 20 studies that were conducted in seven different countries. Outcomes were d…
Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables
To understand the difficulties students with disabilities experience in their social participation in general education, this study examined which child, peer, and class variables relate to peer acceptance and friendships. In a cross‐sectional study, sociometric data were gathered for students without disabilities ( N = 985) and students with disabilities ( N = 65), together with personal related variables of students with disabilities, attitudes…
Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature
Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which variables are related to their attitudes and if these affect the social participation of pupils with special needs in regular schools. A review of 26 studies …
Friends in the classroom: A comparison between two methods for the assessment of students’ friendship networks
One of the methods used most often to assess students’ friendships and friendship networks is the reciprocal nomination method. However, an often heard complaint is that this technique produces rather negative outcomes. This study compares the reciprocal nomination method with another method to assess students’ friendships and friendship networks: Social Cognitive Mapping (SCM). The outcomes show that descriptions of students’ friendships and fri…
Truly included? A literature study focusing on the social dimension of inclusion in education
Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differ…
Attitudes of parents towards inclusive education: A review of the literature
The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including…
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands
This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students’ social self‐perception, and acceptance by classmates. The outcomes of the study revealed that the majority of students with special needs have a satisfactory degree …
Segregation in the classroom: What does it take to be accepted as a friend
Research on students’ social relationships shows their preference to associate with similar peers. This study focused on the similarity in selection criteria used by students to form groups and similarity of characteristics of existing groups in schools. It compared these criteria to those of isolated students. The sample consisted of 124 students aged 14–15. The results revealed that the assessment of peers’ social skills was a relevant selectio…
Being part of the peer group: A literature study focusing on the social dimension of inclusion in education
Maximizing the interaction between pupils with and without special needs is generally considered an important aspect of inclusion. However, it is frequently questioned whether pupils with special educational needs (SEN) in regular classrooms have interactions and friendships with their peers. In order to be able to evaluate these relationships, it is necessary to clarify concepts such as social participation, social integration and social inclusi…
Assessing pupil development and education in an inclusive setting
In the evaluation of an experimental, full inclusion model in the Netherlands, data on participating pupils with special needs were collected. The evaluation focused on social/emotional functioning, pupil behaviour and the quality of education. Independent assessors were invited to study the files of 24 pupils and evaluate their development and education. The assessors regarded the development of seven pupils as worrying. The remaining 17 were av…
Inclusive Education: A Global Agenda
Getting along with classmates in regular schools: A review of the effects of integration on the development of social relationships
The objective of this review is to find out what knowledge is available regarding the effects of integrating pupils the sensory, motor and/or mental disabilities is regular schools. This review is restricted to the effects of integration on the development of social contacts with classmates without disabilities. Analysis of 14 studies revealed contradictory conclusions: no effects were reported in some studies, while in others researchers found t…
Are Pupils in Special Education Too "Special" for Regular Education
Practices in monitoring student progress
Being part of the peer group: A literature study focusing on the social dimension of inclusion in education
Maximizing the interaction between pupils with and without special needs is generally considered an important aspect of inclusion. However, it is frequently questioned whether pupils with special educational needs (SEN) in regular classrooms have interactions and friendships with their peers. In order to be able to evaluate these relationships, it is necessary to clarify concepts such as social participation, social integration and social inclusi…
Truly included? A literature study focusing on the social dimension of inclusion in education
Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differ…
Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables
To understand the difficulties students with disabilities experience in their social participation in general education, this study examined which child, peer, and class variables relate to peer acceptance and friendships. In a cross‐sectional study, sociometric data were gathered for students without disabilities ( N = 985) and students with disabilities ( N = 65), together with personal related variables of students with disabilities, attitudes…
Are Pupils in Special Education Too "Special" for Regular Education
Fighting segregation in special needs education in the Netherlands: The Effects of Different Funding Models
In the past few decades, the number of students attending segregated special schools in the Netherlands has risen considerably. In 1975, 2.2% of all students between 4 and 11 years old attended a special school, and this percentage almost doubled to 4.3% over the next 20 years. In order to stop further growth, two new education policies came into force in 1995 and 2003: Together to School Again and the so-called Backpack. These policies differed …
Segregation in the classroom: What does it take to be accepted as a friend
Research on students’ social relationships shows their preference to associate with similar peers. This study focused on the similarity in selection criteria used by students to form groups and similarity of characteristics of existing groups in schools. It compared these criteria to those of isolated students. The sample consisted of 124 students aged 14–15. The results revealed that the assessment of peers’ social skills was a relevant selectio…
Assessing pupil development and education in an inclusive setting
In the evaluation of an experimental, full inclusion model in the Netherlands, data on participating pupils with special needs were collected. The evaluation focused on social/emotional functioning, pupil behaviour and the quality of education. Independent assessors were invited to study the files of 24 pupils and evaluate their development and education. The assessors regarded the development of seven pupils as worrying. The remaining 17 were av…
Practices in monitoring student progress
Are Pupils in Special Education Too "Special" for Regular Education
Inclusive Education: A Global Agenda
Getting along with classmates in regular schools: A review of the effects of integration on the development of social relationships
The objective of this review is to find out what knowledge is available regarding the effects of integrating pupils the sensory, motor and/or mental disabilities is regular schools. This review is restricted to the effects of integration on the development of social contacts with classmates without disabilities. Analysis of 14 studies revealed contradictory conclusions: no effects were reported in some studies, while in others researchers found t…
Assessing pupil development and education in an inclusive setting
In the evaluation of an experimental, full inclusion model in the Netherlands, data on participating pupils with special needs were collected. The evaluation focused on social/emotional functioning, pupil behaviour and the quality of education. Independent assessors were invited to study the files of 24 pupils and evaluate their development and education. The assessors regarded the development of seven pupils as worrying. The remaining 17 were av…
Being part of the peer group: A literature study focusing on the social dimension of inclusion in education
Maximizing the interaction between pupils with and without special needs is generally considered an important aspect of inclusion. However, it is frequently questioned whether pupils with special educational needs (SEN) in regular classrooms have interactions and friendships with their peers. In order to be able to evaluate these relationships, it is necessary to clarify concepts such as social participation, social integration and social inclusi…
Attitudes of parents towards inclusive education: A review of the literature
The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including…
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands
This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students’ social self‐perception, and acceptance by classmates. The outcomes of the study revealed that the majority of students with special needs have a satisfactory degree …
Segregation in the classroom: What does it take to be accepted as a friend
Research on students’ social relationships shows their preference to associate with similar peers. This study focused on the similarity in selection criteria used by students to form groups and similarity of characteristics of existing groups in schools. It compared these criteria to those of isolated students. The sample consisted of 124 students aged 14–15. The results revealed that the assessment of peers’ social skills was a relevant selectio…
Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature
Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which variables are related to their attitudes and if these affect the social participation of pupils with special needs in regular schools. A review of 26 studies …
Friends in the classroom: A comparison between two methods for the assessment of students’ friendship networks
One of the methods used most often to assess students’ friendships and friendship networks is the reciprocal nomination method. However, an often heard complaint is that this technique produces rather negative outcomes. This study compares the reciprocal nomination method with another method to assess students’ friendships and friendship networks: Social Cognitive Mapping (SCM). The outcomes show that descriptions of students’ friendships and fri…
Truly included? A literature study focusing on the social dimension of inclusion in education
Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differ…
Students’ Attitudes towards Peers with Disabilities: A review of the literature
The trend towards inclusive education has led to an increase of studies focusing on peer attitudes. This review study presents an overview of studies describing attitudes of students, variables relating to students’ attitudes, and the relationship between students’ attitudes and the social participation of peers with disabilities. Based on a literature search we selected 20 studies that were conducted in seven different countries. Outcomes were d…
Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables
To understand the difficulties students with disabilities experience in their social participation in general education, this study examined which child, peer, and class variables relate to peer acceptance and friendships. In a cross‐sectional study, sociometric data were gathered for students without disabilities ( N = 985) and students with disabilities ( N = 65), together with personal related variables of students with disabilities, attitudes…
Personality traits of expert teachers of students with EBD: Clarifying a teacher's X-factor
Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was …
Fighting segregation in special needs education in the Netherlands: The Effects of Different Funding Models
In the past few decades, the number of students attending segregated special schools in the Netherlands has risen considerably. In 1975, 2.2% of all students between 4 and 11 years old attended a special school, and this percentage almost doubled to 4.3% over the next 20 years. In order to stop further growth, two new education policies came into force in 1995 and 2003: Together to School Again and the so-called Backpack. These policies differed …
Psychology (15 works) · Social Psychology (12 works) · Mathematics education (10 works) · Pedagogy (9 works) · Developmental psychology (8 works) · Special education (8 works) · Social Psychology (7 works) · Family and Disability Support Research (6 works) · Inclusion and Disability in Education and Sport (6 works) · Special needs (6 works)