Publications

Grüter, S., Goldan, J., & Zurbriggen, C. L. A. (2023). Examining early learners‘ perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grad students (PIQ-EARLY). Frontiers in Psychology, 14, 118154. https://doi.org/10.3389/fpsyg.2023.1181546

Knickenberg, M., Zurbriggen, C. L. A., & Schwab, S. (2022). Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079896

Guillemot, F. & Hessels, M. G. P. (2021). Validation of the student version of the Perceptions of Inclusion Questionnaire on a sample of French students. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2021.1961195

Zurbriggen, C. (2021). Was und wie gut misst der Perceptions of Inclusion Questionnaire? Qualität, Spezifität und (Weiter‑)Entwicklung. In P. Klaver (Hrsg.), Heilpädagogische Forschung: Bildung für Alle. Interkantonale Hochschule für Heilpädagogik. https://digital.hfh.ch/forschungsbericht-2021/chapter/4-was-und-wie-gut-misst-der-perceptions-of-inclusion-questionnaire/

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. 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

Knickenberg, M., Zurbriggen, C. L. A., Venetz, M., Schwab, S., & Gebhardt, M. (2019). Assessing dimensions of inclusion from student’s perspective: Measurement invariance across students with learning disabilities in different educational settings. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2019.1646958

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, 1-9. https://doi.org/10.1027/1015-5759/a000443

Validity of the PIQ (Supplementary Material 1) (PDF)

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, 2, 99-113. (PDF

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. Bern: Haupt.

Ganotz, T., Schwab, S., & Lehofer, M. (2023). Bullying among primary school-aged students: which factors could strengthen their tendency towards resilience? International Journal of Inclusive Education, 27(8), 890–903. https://doi.org/10.1080/13603116.2021.1879949

Garrote, A., Zurbriggen, C.L.A., & Schwab, S. (2023). Friendship networks in inclusive elementary classrooms: Changes and stability related to students’ gender and self-perceived social inclusion. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09804-z

Pozas, M., Trujillo, C. J. G., & Letzel-Alt, V. (2023). Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school. Frontiers in Education, 8, 1069193. https://doi.org/10.3389/feduc.2023.1069193

Finnvold, J. E. & Dokken, T. (2023). How school placement and parental social capital influence children’s perceptions of inclusion in school. A survey of Norwegian children with physical disabilities. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2023.2207054  

Lauterbach, G., Fandrem, H., & Dettweiler, U. (2023). Does „out“ get you „in“? Education outside the classroom as a means of inclusion for students with immigration backgrounds. Education Sciences, 13, 878. https://doi.org/10.3390/educsci13090878

Kyttälä, M., Sinkkonen, H.-M., & Harju-Autti, R. (2023). Perceptions of inclusion among lower secondary level students in Finland. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2023.2266728

Alnahdi, G. H., Lindner, K.-T., & Schwab, S. (2022). Teachers’ implementation of inclusive teaching practices as a potential predictor for students’ perception of academic, social, and emotional inclusion. Frontiers in Psychology, 13, 917676. https://doi.org/10.3389/fpsyg.2022.917676

Kostorz, K., Zwierzchowska A., & Ziemba, M. (2022). Effects of the COVID-19 pandemic on the Perception of Inclusion in school education and physical activity among polish students. Frontiers in Psychology, 13, 80791. https://doi.org/10.3389/fpsyg.2022.880791

Schwab, S., Lindner, K.-T., & Savolainen, (2022) Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being. Educational Psychology, 42(7), 820–837. https://doi.org/10.1080/01443410.2022.2094342

Zdoupas, P. & Laubenstein, D. (2022). Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2022.2159281

Zwierzchowska, A., Kostorz, K., Rosołek, B., & Tomińska-Conte, E. (2022). Validation of the Perceptions of Inclusion Questionnaire including PE teachers’ opinion as part of an innovative use of the tool. Sustainability, 14, 3241. https://doi.org/10.3390/su14063241

Alnahdi, G. H., & Schwab, S. (2021). Inclusive education in Saudi Arabia and Germany: students’ perception of school well-being, social inclusion, and academic self-concept. European Journal of Special Needs Education, 36(5), 773–786. https://doi.org/10.1080/08856257.2020.1823163

DeVries, J. M., Knickenberg, M., & Trygger, M. (2021). Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2021.1911523

Goldan, J., Hoffmann, L., & Schwab, S. (2021). A Matter of Resources? – Students‘ Academic Self-Concept, Social Inclusion and School Well-being in Inclusive Education. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.),  Resourcing Inclusive Education. International Perspectives on Inclusive Education (Vol. 15, pp. 89-100). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620210000015008

https://books.emeraldinsight.com/page/detail/Resourcing-Inclusive-Education/?k=9781800434578

Herrmann, C., Bretz, K., Kühnis, J., Seelig, H., Keller, R., & Ferrari, I. (2021). Connection between social relationships and basic motor competencies in early childhood. Children, 8(1), 53. https://doi.org/10.3390/children8010053

Hoffmann, L., Närhi, V., Savolainen, H., & Schwab, S. (2021). Classroom behavioural climate in inclusive education – a study on secondary students’perceptions. Journal of Research in Special Educational Needs, 21, 312–322. https://doi.org/10.1111/1471-3802.12529

Schmidt, M., Schwab, S., & Zurbriggen, C. L. A. (2021). Social Inclusion, Emotional Inclusion and Academic Self-concept of Slovenian Students with Learning Disabilities. Sodobna Pedagogika/Journal of Contemporary Educational Studies, 72(138), 218–234. https://www.sodobna-pedagogika.net/arhiv/nalozi-clanek/?id=1918

Weber, C., Rehder, M., & Vereenooghe, L. (2021). Student-reported classroom climate pre and post teacher training in restorative practices. Frontiers in Education, 6, 719357. https://doi.org/10.3389/feduc.2021.719357

Altmeyer, S., Hättich, A., Burkhardt, S. C. A., Krauss, A. & Lanfranchi, A. (2020). Verhalten und Befinden von Schulkindern: Diskrepanz von Kinder- und Lehrendensicht – Eine Längsschnittstudie in integrativen Regelklassen. Psychologie in Erziehung und Unterricht, 67, 1–16. http://dx.doi.org/10.2378/peu2020.art24d

Schwab, S., & Alnahdi, G. (2020). Teachers’ Judgments of Students’ School-Wellbeing, Social Inclusion, and Academic Self-Concept: A Multi-Trait-Multimethod Analysis Using the Perception of Inclusion Questionnaire. Frontiers in Psychology, 11, 1498. https://doi.org/10.3389/fpsyg.2020.01498

Zurbriggen, C. & Knickenberg, M. (2020). Perceptions of Inclusion Questionnaire (PIQ). Ein Feedback-Instrument für die inklusive Schule. Schule inklusiv, 6, 35-39. https://www.friedrich-verlag.de/shop/reflexion-und-feedback-1449006

Schwab, S., & Huber, M. (2019). Quantitative Forschungsmethoden und deren Potential für die Lehrerbildung. Journal für LehrerInnenbildung, 4, 40–51.

Stöcker, A., Schriber, S. & Zurbriggen, C. (2019). Perceptions of Inclusion. Selbst- und Fremdeinschätzung von Schülerinnen und Schülern mit Bedarf an sonderpädagogischer Unterstützung im Bereich Körperliche und motorische Entwicklung im Übergang von der Primar- in die Sekundarstufe. Zeitschrift für Heilpädagogik, 70(12), 623–637. (PDF)

DeVries, J. M., Voß, S., & Gebhardt, M. (2018). Do learners with special education needs really feel included? Evidence from the Perception Inclusion Questionnaire and Strengths and Difficulties Questionnaire. Research in Developmental Disabilities, 83, 28–36. https://doi.org/10.1016/j.ridd.2018.07.007

Schwab, S., Sharma, U., & Loreman, T. (2018). Are we included? Secondary Students’ Perceptions of Inclusion Climate in their Schools. Teaching and Teacher Education, 75, 31–39. https://doi.org/10.1016/j.tate.2018.05.016

Schwab, S. (2017). Interprofessionelle Lehrkraftkooperation im inklusiven Unterricht aus der Perspektive der Schülerinnen und Schüler. Unterrichtswissenschaft, 45(4), 262–279.