Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis

Schwab, Susanne; Zurbriggen, Carmen; Venetz, Martin

doi:10.1016/j.jsp.2020.07.003

Cited by 28 publications

(24 citation statements)

References 55 publications

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“…The findings showed low consistencies between self-reports and teachers’ reports for both emotional and social inclusion, and slightly higher consistencies for academic self-concept (Venetz et al, 2019). The same applied to the parent version (Schwab et al, 2020). The low convergent validity between students’ self-report and other reports (teacher and parents) underlines the importance of including the student’s perspective.…”

Section: Introductionmentioning

confidence: 99%

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

2022

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Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly.

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Section: Introductionmentioning

confidence: 99%

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

2022

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“…Inclusion in education acts as one of the forms of implementation of the ecological imperative, including in relation to humans [9,10,11,12,28]. In the educational activities of universities, secondary schools and preschool institutions, it presupposes such an organization of educational and educational processes that would allow children, adolescents, youths and adults of different subcultures to interact with each other, realizing their internal needs for mutual assistance and service, for self-improvement and mutual improvement, in the exchange of knowledge and skills (competencies), experience, and in the appropriation and creation (research as "learning from") experience and competencies (L. Barton O.V.…”

Section: Research Resultsmentioning

confidence: 99%

“…It also gave birth to a model of subjective, individualized or "personalized" education, focused on the individuality of students. It also gave rise to a complementary model of inclusive education, requiring the inclusion of students with different educational needs and capabilities within the same educational system [9,10,11,12]. Each of these and other areas of implementation of the ecological imperative has become the subject of numerous studies, however, there are few studies devoted to their understanding as ecological ones.…”

Section: Introductionmentioning

confidence: 99%

Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Степанова

Demchuk

Tashcheva³

et al. 2021

E3S Web Conf.

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The environmental imperative in education has given rise to a number of approaches and models, including the model of inclusive education, which requires the unification of students with different educational needs and capabilities within one educational system. The heuristic potential of such studies is significant, although very little understood. The ecological approach to understanding inclusiveness has significant practical significance and value: the ecological imperative helps to identify and implement the most effective and productive ways of transforming existing problems, without sacrificing either the tasks of development and movement forward, or the tasks of preserving the existing ones. At each stage of education inclusion as an ecological imperative presupposes certain accents. In preschool education, inclusion is the creation of an environment in which children can become aware of the differences between each other, related to their individual characteristics. In school education, children and adolescents can realize and feel the differences in the forms and strategies for building interactions and relationships between people, as well as the existence of different strategies, forms and types of learning activity and learning relationships. In university education, young individual can sense the differences that exist in the forms and relationships of professional and career activity.

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“…Here, the gap regarding social participation between students with and without SEN is often bigger in teacher ratings compared to students' ratings. Further, Venetz, Zurbriggen, and Schwab (2019) showed that the overlap between students' self-ratings and teachers' ratings of social inclusion is lower for students with SEN compared to students without SEN. Schwab, Zurbriggen, and Venetz (2020) identified a bias regarding the overlap of teachers' and students' ratings of students' social inclusion indicating a lower overlap for students with SEN compared to those without SEN. Moreover, teacher ratings of social inclusion showed more positive results compared to sociometric assessment techniques also in the study of de Monchy, Pijl, and Zandberg (2004).…”

Section: Students' and Teachers' Perspectives On Students' Friendshipsmentioning

confidence: 97%

Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives

Schwab

Lindner

Helm

et al. 2021

European Journal of Special Needs Education

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Having friends influences students' academic, socio-emotional as well as health development. Especially, students with special educational needs (SEN) are at a high risk to belong to the subgroup of students without friends in class. Within a sequential explanatory design, two study phases have been implemented in the present study. In phase 1, a sociometric network analysis of 449 students from 25 inclusive primary school classes (4 th grade, age = 9-11 years) were examined at t1. To assess students' friendships, sociometric nominations of the students' top five friends have been used. Results showed that the agreement of students' and teachers' rating varies strongly across classes (r = .18 -.71). In phase 2, interview data from a subsample (a sub-sample selected from phase 1) comprising teachers (n = 2) and students (n = 15) was qualitatively analysed. The evaluation of teachers' interviews identified three explanations for missing accuracy in the sociometric networks. From students' interviews, six subcategories describing friendship were found.

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Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis

Cited by 28 publications

References 55 publications

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings

Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives

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