Alexander Minnaert
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View article: Twice-exceptional students: a systematic review to outline the distinctive characteristics through a multidimensional lens
Twice-exceptional students: a systematic review to outline the distinctive characteristics through a multidimensional lens Open
Introduction Twice-exceptionality can be described as a complex interaction between giftedness and one or more co-occurring challenges. Existing literature indicates that this coexistence may result in the inhibition of some characteristic…
View article: The Voice of Gifted Students on Triggered and Maintained Engagement with Learning at School
The Voice of Gifted Students on Triggered and Maintained Engagement with Learning at School Open
Although gifted students might exhibit strong task involvement, their engagement in learning at school is not a given. In this qualitative study, three in-depth case studies were used to explore what, according to the gifted students’ voic…
View article: ‘This gives order and peace’: the needs of autistic female students during mainstream secondary education in the Netherlands
‘This gives order and peace’: the needs of autistic female students during mainstream secondary education in the Netherlands Open
View article: Predicting peer acceptance among students with and without special educational needs in secondary educational settings
Predicting peer acceptance among students with and without special educational needs in secondary educational settings Open
Introduction Peer acceptance is an important positive educational and social outcome for all students in inclusive secondary education, whether students have a disability or not. Peer acceptance is influenced by the educational setting and…
View article: Teachers’ needs in mainstream secondary schools regarding the inclusion of students with Autism Spectrum Disorder: a cross-country study
Teachers’ needs in mainstream secondary schools regarding the inclusion of students with Autism Spectrum Disorder: a cross-country study Open
View article: The needs of autistic male students in secondary education in the Netherlands and Mexico: A Q‐methodology study
The needs of autistic male students in secondary education in the Netherlands and Mexico: A Q‐methodology study Open
Secondary education can be a challenging environment for autistic students. Previous investigations show that autistic learners go through negative and distressful school experiences, possibly due to a lack of identification and understand…
View article: First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study
First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study Open
Opportunities for children and adolescents to share their views in society and research remain scarce, especially in terms of their first-hand learning experiences. This problem extends to autism research, where the voices of autistic peop…
View article: A Piagetian lens on cognitive development of children and youths with congenital deafblindness: a scoping review
A Piagetian lens on cognitive development of children and youths with congenital deafblindness: a scoping review Open
Children with congenital deafblindness (CDB) experience several developmental delays, but an overview of studies on the cognitive development of children and youths with CDB is lacking. In present review, Jean Piaget’s theory of cognitive …
View article: Stalled in the process to a transition: Implementation of differentiation in the school from the perspective of teachers
Stalled in the process to a transition: Implementation of differentiation in the school from the perspective of teachers Open
Differentiation is rarely investigated from a system perspective, while we need this to support teachers’ engagement in differentiated instruction and foster students’ learning. We interviewed teachers and interpreted their perspectives wi…
View article: Giftedness in the picture: what do teachers believe is needed for gifted students to become and maintain engaged for learning at school?
Giftedness in the picture: what do teachers believe is needed for gifted students to become and maintain engaged for learning at school? Open
Teachers often experience uncertainty regarding their learning support of gifted students, who can show strong task involvement but by no means self-evidently demonstrate engagement with school-task learning. Through inductive and deductiv…
View article: Peer relations and motivation in special secondary education: Experiences of adolescents with social, emotional and behavioural difficulties
Peer relations and motivation in special secondary education: Experiences of adolescents with social, emotional and behavioural difficulties Open
Background According to Self‐Determination Theory (SDT), motivation is inherently present in every individual, growing from amotivation via controlled to autonomous motivation, through fulfilment of the basic psychological needs for autono…
View article: Masked Potentials, Hidden Struggles? A Scoping Review of Twice-Exceptional Individuals’ Transition to Employment
Masked Potentials, Hidden Struggles? A Scoping Review of Twice-Exceptional Individuals’ Transition to Employment Open
This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especi…
View article: Teacher-Student Interactions of Autistic Adolescents: Relationships between Teacher Autonomy Support, Structure, Involvement and Student Engagement
Teacher-Student Interactions of Autistic Adolescents: Relationships between Teacher Autonomy Support, Structure, Involvement and Student Engagement Open
The extent to which autistic students are provided with autonomy-support, structure and involvement during the teacher-student interaction has been under-researched. Few studies have focused on autistic secondary school students and even f…
View article: Implementation fidelity of video-feedback coaching for communication partners of individuals with congenital deafblindness
Implementation fidelity of video-feedback coaching for communication partners of individuals with congenital deafblindness Open
Video-feedback (VF) coaching is considered to be an effective part of interventions that aim to improve interactions between individuals with deafblindness and their communication partners. However, there is a lack of research on how VF co…
View article: Improving Child Outcomes and Quality in Early Childhood Education and Care Through Implementation of Professional Development: A Meta-Systematic Literature Review of Pre- and In-Service Approaches
Improving Child Outcomes and Quality in Early Childhood Education and Care Through Implementation of Professional Development: A Meta-Systematic Literature Review of Pre- and In-Service Approaches Open
This systematic literature review explores the developing landscape of Early Childhood Education and Care (ECEC), highlighting its growing significance in contemporary society. It examines the complex dimensions of ECEC quality and its imp…
View article: Stalled in the process to a transition: Implementation of differentiation in the school from the perspective of teachers
Stalled in the process to a transition: Implementation of differentiation in the school from the perspective of teachers Open
Differentiation is rarely investigated from a system perspective, while we need this to support teachers’ engagement in differentiated instruction and foster students’ learning. We interviewed teachers and interpreted their perspectives wi…
View article: Using intervention mapping to develop an intervention for multiparty communication with people with congenital deafblindness
Using intervention mapping to develop an intervention for multiparty communication with people with congenital deafblindness Open
Background Due to their dual sensory impairment, people with congenital deafblindness (CDB) are rarely naturally involved in other people’s conversations. Their communication partners find it challenging to include them in group conversati…
View article: Triggered and maintained engagement with learning among gifted children in primary education
Triggered and maintained engagement with learning among gifted children in primary education Open
Motivating gifted children to become and stay engaged with classroom tasks can be a huge struggle for primary education teachers. This concurrent parallel mixed method design study investigates the relative differences in the importance of…
View article: Seeing myself through the eyes of my peers: Explaining the self‐concept of students with and without special educational needs through acceptance and friendship
Seeing myself through the eyes of my peers: Explaining the self‐concept of students with and without special educational needs through acceptance and friendship Open
Introduction Paving the way towards inclusive education, it is essential to aim for positive social outcomes for all students, including cultivating a positive self‐concept and fostering acceptance and friendships with peers. Although self…
View article: An Epistemological Shift Forward
An Epistemological Shift Forward Open
The author considers all chapters of Section II, highlighting that the most underlying and unequivocal message is the well-determined shift in emotion and motivation research from static, variable-centred, highly controlled, single-method …
View article: Applying Erikson’s theory of psychosocial development to understand autonomy development in children and youths with deafblindness: a systematic literature review
Applying Erikson’s theory of psychosocial development to understand autonomy development in children and youths with deafblindness: a systematic literature review Open
This systematic review revealed how children and youths with congenital deafblindness (CDB) exhibit autonomy characteristics and how caregivers perform autonomy support, which Erikson described as part of the first three stages of psychoso…
View article: Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory
Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory Open
A cornerstone of inclusive education is teacher’s readiness to respond adequately to different educational needs of students in their diverse classroom. Differentiated instruction, referring to the process by which teachers carefully monit…
View article: An experience sampling study on the links between daily teacher self-efficacy, need-supportive teaching and student intrinsic motivation
An experience sampling study on the links between daily teacher self-efficacy, need-supportive teaching and student intrinsic motivation Open
Introduction Why are some teachers more successful at motivating students than others? We know from previous literature that teachers’ self-efficacy relates to the extent in which they engage in need-supportive teaching in the classroom, w…
View article: Validatie van een ontwikkelingsvaardighedenlijst voor jonge (0-5 jaar) Surinaamse kinderen
Validatie van een ontwikkelingsvaardighedenlijst voor jonge (0-5 jaar) Surinaamse kinderen Open
Vroege interventie is van groot belang voor kinderen met ontwikkelingsproblemen. Voor een effectieve interventie is het belangrijk dat deze interventie goed aansluit bij de ontwikkeling van een kind. Voor lage inkomenslanden, zoals Surinam…
View article: The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs
The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs Open
A within-person perspective with several measurement points per individual allows to analyse relations between variables within individuals. Such an approach is still scarce in research from a self-determination theory perspective. Therefo…
View article: Needs-based assessment of twice-exceptional gifted students: The S&W-Heuristic
Needs-based assessment of twice-exceptional gifted students: The S&W-Heuristic Open
Misdiagnoses and missed diagnoses of gifted students with co-occurring learning-, developmental and behavioural disorders are often mentioned in literature and practice. Consequently, these Twice-Exceptional (2E) students often fall betwee…
View article: En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages
En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages Open
There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence,…
View article: Differentiation and Students with Special Educational Needs: Teachers’ Intentions and Classroom Interactions
Differentiation and Students with Special Educational Needs: Teachers’ Intentions and Classroom Interactions Open
Differentiation is mainly linked to differences in learning capacities, but studenss differ in more domains: differences in motivation, behavior and special educational needs (SEN) are equally relevant. In line with the world-wide trend to…
View article: In Tune? Multimodal Mother-Child Interpersonal Coordination During Early Childhood’
In Tune? Multimodal Mother-Child Interpersonal Coordination During Early Childhood’ Open
A complex dynamic systems perspective was applied to explore how mother and child mutually shape interpersonal coordination. Applying a microanalytic design, this study examined the moment-to-moment interaction behavior of 39 Dutch mothers…
View article: Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students
Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students Open
According to self-determination theory, need-supportive teaching is an important aspect of teacher-student interactions. It involves supporting the basic psychological needs of autonomy, competence, and relatedness. In this study, we obser…