Assessing Dimensions of Inclusion from Students' Perspective -- Measurement Invariance across Students with Learning Disabilities in Different Educational Settings

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01