Literaturnachweis - Detailanzeige
Autor/inn/en | Knickenberg, Margarita; Zurbriggen, Carmen L. A.; Venetz, Martin; Schwab, Susanne; Gebhardt, Markus |
---|---|
Titel | Assessing Dimensions of Inclusion from Students' Perspective -- Measurement Invariance across Students with Learning Disabilities in Different Educational Settings |
Quelle | In: European Journal of Special Needs Education, 35 (2020) 3, S.287-302 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-6257 |
DOI | 10.1080/08856257.2019.1646958 |
Schlagwörter | Regular and Special Education Relationship; Inclusion; Students with Disabilities; Learning Disabilities; Interpersonal Relationship; Well Being; Emotional Development; Self Concept; Academic Ability; Foreign Countries; Grade 4; Grade 5; Grade 6; Cultural Differences; Measurement Techniques; Germany; Switzerland Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Well-being; Wellness; Wohlbefinden; Gefühlsbildung; Selbstkonzept; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Kultureller Unterschied; Messtechnik; Deutschland; Schweiz |
Abstract | One important issue of the current empirical research on special education is the investigation of the effects of inclusive education compared to segregating education for students with learning disabilities (LD). For this purpose, measurement instruments have to be appropriate for students with LD and measurement equivalent across students with LD in different educational settings in order to be able to compare their outcomes. The aim of this study therefore was to investigate the PIQ's (Perceptions of Inclusion Questionnaire) measurement invariance for students with LD in special and inclusive classes. Findings suggest that students with LD struggle with negative wordings. As part of multiple group analyses, partial measurement invariance of the PIQ for students with LD in special and inclusive classes could be confirmed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |