Through the eyes of the beholder: unfolding social participation "from within" the classroom

de Leeuw, R., 2020, [Groningen]: Rijksuniversiteit Groningen. 217 p.

Research output: ThesisThesis fully internal (DIV)

Copy link to clipboard


  • Title and contents

    Final publisher's version, 2.61 MB, PDF document

  • Chapter 1

    Final publisher's version, 1.96 MB, PDF document

  • Chapter 2

    Final publisher's version, 2.36 MB, PDF document

  • Chapter 3

    Final publisher's version, 3.9 MB, PDF document

  • Chapter 4

    Final publisher's version, 3.13 MB, PDF document

  • Chapter 5

    Final publisher's version, 2.77 MB, PDF document

  • Chapter 6

    Final publisher's version, 2.84 MB, PDF document

    Embargo ends: 27/02/2021

    Request copy

  • Chapter 7

    Final publisher's version, 1.71 MB, PDF document

  • Appendices

    Final publisher's version, 1.73 MB, PDF document

  • Complete thesis

    Final publisher's version, 11.7 MB, PDF document

    Embargo ends: 27/02/2021

    Request copy

  • Propositions

    Final publisher's version, 276 KB, PDF document


  • Renske de Leeuw
With the implementation of the act for “Befitting Education”, the aim is that within the Dutch education, every student has the right to be included in regular schools. Students should be supported to reach their academic potential and should feel that they belong in the class. Students with behavioural difficulties, however, experience problems with their social participation, such as being excepted by peers.

In this study, the perspectives of the primary school teacher, students with behavioural difficulties and scientific literature are unfolded, in order to gain more insights in how social participation is facilitated and perceived “from within” the classroom.

One of the conclusions is that the students’ perspectives are underrepresented when facilitating social participation in the classroom. Due to the different needs of students on how social participation is facilitated, it is essential to include their perspectives; otherwise, their needs cannot not be met. At the same time, teachers apply a limited repertoire of strategies to facilitate the social participation of students. This is a worrisome finding because this could lead to a one-size-fits-all approach. An explanation for this finding is that intervention programs provide limited hands-on strategies that can be applied individually to realise a needs-based approach for all students.

In the move towards realising the intentions of inclusive education and social participation, the identified strategies and created interview should be implemented in practice. By doing so, the needs of students with and without behavioural difficulties could be fully promoted.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
Award date27-Feb-2020
Place of Publication[Groningen]
Print ISBNs978-94-034-2310-4
Electronic ISBNs978-94-034-2311-1
Publication statusPublished - 2020

Download statistics

No data available

ID: 113185162