PIQ History

The PIQ is based on the German Questionnaire for Assessing Dimensions of Integration of Students (FDI) by Haeberlin, Moser, Bless and Klaghofer (1989) which comprised 45 items.

Venetz, Zurbriggen und Eckhart (2014) developed a short version of the FDI. In addition to the reduction to 12 items, attention was paid to linguistic simplification and gender-appropriate wording. The short version corresponds to the German PIQ student version.

The student version was extended by one version for parents or primary caregivers and one for teachers. The questionnaire was first translated into English and French. In order to ensure that the short questionnaire is internationally connected, an English title was chosen: Perceptions of Inclusion Questionnaire (PIQ; Venetz, Zurbriggen, Eckhart, Schwab, & Hessels, 2015).

The student version (PIQ-S) was first examined by Zurbriggen, Venetz, Schwab and Hessels (2017). Venetz, Zurbriggen and Schwab (2019) tested the teacher version (PIQ-T) and investigated the consistency between the PIQ-T and the PIQ-S. Finally, the parent version (PIQ-P) and its consistency with the PIQ-T and the PIQ-S was investigated by Schwab, Zurbriggen and Venetz (2020).

In collaboration with many colleagues from different countries, further language versions have been developed and are being continuously evaluated. 

Martin Venetz and Carmen Zurbriggen developed a simple scoring tool for practical use with instructions in German and English. An online version (incl. manual) is planned.

Martin Venetz, the first author of the PIQ, passed away in May 2018. The PIQ project will be continued in his memory.

 

References

Haeberlin, U., Moser, U., Bless, G. & Klaghofer, R. (1989). Integration in die Schulklasse. Fragebogen zur Erfassung von Dimensionen der Integration von Schülern FDI 4-6. Haupt.

Schwab, S., Zurbriggen, C. L. A., & Venetz, M. (2020). Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis. Journal of School Psychology, 82, 1–16. https://doi.org/10.1016/j.jsp.2020.07.003

Venetz, M., Zurbriggen, C. & Eckhart, M. (2014). Entwicklung und erste Validierung einer Kurzversion des „Fragebogens zur Erfassung von Dimensionen der Integration von Schülern (FDI 4-6)“ von Haeberlin, Moser, Bless und Klaghofer. Empirische Sonderpädagogik, 6(2), 99-113. (PDF)

Venetz, M., Zurbriggen, C. L. A., Eckhart, M., Schwab, S., & Hessels, M. G. P. (2015). The Perceptions of Inclusion Questionnaire (PIQ). Deutsche Version. https://piqinfo.ch/wp-content/uploads/2019/08/piq-deutsch.pdf

Venetz, M., Zurbriggen, C. L. A., & Schwab, S. (2019). What do teachers think about their students’ inclusion? Consistency of students’ self-reports and teacher ratings. Frontiers in Psychology, 10(1637). https://doi.org/10.3389/fpsyg.2019.01637

Zurbriggen, C. L. A., Venetz, M., Schwab, S., & Hessels, M. G. P. (2017). A psychometric analysis of the student version of the Perceptions of Inclusion Questionnaire (PIQ). European Journal of Psychological Assessment, Published advance online December 15, 2017. https://doi.org/10.1027/1015-5759/a000443

Schwab, S., Zurbriggen, C. L. A., & Venetz, M. (2020). Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis. Journal of School Psychology, 82, 1–16. https://doi.org/10.1016/j.jsp.2020.07.003