Publications

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

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

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,  37(5), 850–865. 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. (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

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)

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.

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

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, 1–11. https://doi.org/10.1080/20473869.2024.2363008

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, 38(5), 717–730. 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, 37(3), 511–525. 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.