School-Wide Positive Behaviour Interventions and Support in Dutch Schools for Special Education

Autor/inn/en	Willemse, T. Martijn; Goei, Sui Lin; Boei, Fer; de Bruïne, Erica J.
Titel	School-Wide Positive Behaviour Interventions and Support in Dutch Schools for Special Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 3, S.424-439 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willemse, T. Martijn) ORCID (Goei, Sui Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2120331
Schlagwörter	Foreign Countries; Positive Behavior Supports; Special Schools; Students with Disabilities; Behavior Problems; Mental Disorders; Student Behavior; Educational Environment; Teacher Attitudes; Teamwork; Labor Turnover; Coping; Collegiality; Special Education; Program Effectiveness; Behavior Modification; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mental illness; Geisteskrankheit; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Bewältigung; Kollegialität; Special needs education; Sonderpädagogik; Sonderschulwesen; Behaviour modification; Verhaltensänderung; Niederlande
Abstract	This study explores teachers' experiences with School-Wide Positive Behaviour Interventions and Support (SWPBIS) at three special education (SPED) schools type 4 in the Netherlands. These SPED schools focus on supporting children with mental health difficulties or challenging behaviour. In 2014, an Act was introduced in the Netherlands with the aim of mainstreaming students with special educational needs (SEN) meaning they are educated in an inclusive environment with students who do not have such needs unless the nature and degree of those needs are such that they warrant a more specific support measure or intervention, which mainstream education cannot cater for. As a result, the manifestation of problem behaviour of students in SPED schools became more complex and intense. Based on 25 individual interviews and three group interviews with 40 SPED teachers, results indicate they experienced a safer and predictable school climate due to SWPBIS. In addition, teachers mentioned positive developments concerning team building, staff turnover and coping with a changing student population. More specifically they mentioned more open and positive communication, a sense of belonging and loyalty to their colleagues, and a shared commitment to their students in comparison to the situation prior to the introduction of SWPBIS. Staff also emphasised this approach contributed to a shared language. The development and dialogue on shared school values and the teaching of behavioural expectations as rules and procedures across school settings supported new staff-members to more easily integrate this with organisational routine and school culture and this contributed to a more predictable and safer environment for their vulnerable students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01