PIQ Publications

Psychometric properties of the Spanish PIQ
Jairo, R. M., Sanguino, C. G., Blanca, E. B., & Lanchares, A. A. (2024). Psychometric properties of the Spanish student version of Perceptions of Inclusion Questionnaire (PIQ-Spa) in a sample of adolescents. European Journal of Special Needs Education, 1–14. https://doi.org/10.1080/08856257.2024.2354605

Inclusion of students with autism in primary schools
Šilc, M., Lavrič, M., & Schmidt, M. (2024). The impact of primary schools’ inclusiveness on the inclusion of students with autism spectrum disorder. Frontiers in Education, 9, 1423206. https://doi.org/10.3389/feduc.2024.1423206

Psychometric properties of the Chinese PIQ
Wang, Z., Wang, Y., Wang, Y., & Liu, C. (2024). Psychometric properties of the chinese perceptions of inclusion questionnaire teacher version for pupils with intellectual and developmental disabilities in inclusive classrooms. International Journal of Developmental Disabilities. Advance online publication. https://doi.org/10.1080/20473869.2024.2363008

Influence of school placement and parental social capital on perceptions of inclusion
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

Bullying and resilience among primary school students
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

Friendship networks and inclusion in elementary classrooms
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

Early learners’ perceptions of inclusion
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

Perceptions of inclusion of Finnish students
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

Education outside the classroom and inclusion of students with immigration backgrounds
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

Mexican students’ perceptions of inclusion
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

The influence of inclusive teaching practices on students‘ perceptions of inclusion
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

Validation of the student PIQ
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

The influence of the COVID-19 pandemic on Polish students
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

The influence of teachers’ dyadic self-efficacy on students
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

Perceptions of inclusion of students with BESD
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, 38(5), 717–730. https://doi.org/10.1080/08856257.2022.2159281

PE teachers’ opinion on the PIQ
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

Students’ perceptions of inclusion in Saudi Arabia and Germany
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

Evidence from inclusive classes in Sweden
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, 37(3), 511–525. https://doi.org/10.1080/08856257.2021.1911523

Inclusive education as a matter of resources
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

Validation of the French student PIQ
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,  37(5), 850–865. https://doi.org/10.1080/08856257.2021.1961195

Social relationships and basic motor competencies
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

Classroom behavioural climate in inclusive education
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

Inclusion and academic self-concept of Slovenian students with learning disabilities
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

Restorative practices and classroom climate
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

Quality, specificity and development of the PIQ
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/

Behavior and well-being from the perspective of children and teachers
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. (PDF)

Dimensions of inclusion of students with learning disabilities
Knickenberg, M., Zurbriggen, C. L. A., Venetz, M., Schwab, S., & Gebhardt, M. (2020). 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, 35(3), 287–302. https://doi.org/10.1080/08856257.2019.1646958

Teachers‘ perceptions of inclusion
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

Agreement of ratings in the PIQ
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

Perceptions of Inclusion Questionnaire
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

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

Inclusion of students with special educational needs
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)

Agreement of teacher and student ratings
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

Psychometric analysis of the student PIQ
Zurbriggen, C. L. A., Venetz, M., Schwab, S., & Hessels, M. G. P. (2019). A psychometric analysis of the student version of the Perceptions of Inclusion Questionnaire (PIQ). European Journal of Psychological Assessment, 35(5), 641–649. https://doi.org/10.1027/1015-5759/a000443

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

PIQ for students with special educational needs
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

Inclusion of secondary students
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

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

Short version of the questionnaire to measure dimensions of student integration
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)

Questionnaire to measure dimensions of student integration
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.