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International Journal of Disability, Development and Education Volume 63, 2016 - Issue 1: Themes in Special Education and Disability
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Articles

Students with Self-identified Special Educational Needs and Disabilities (si-SEND): Flourishing or Languishing!

Grace SkrzypiecSchool of Education, Student Wellbeing and Prevention of Violence Research Centre, Flinders University, Bedford Park, South AustraliaCorrespondence[email protected]
,
Helen Askell-WilliamsSchool of Education, Student Wellbeing and Prevention of Violence Research Centre, Flinders University, Bedford Park, South Australia
,
Phillip SleeSchool of Education, Student Wellbeing and Prevention of Violence Research Centre, Flinders University, Bedford Park, South Australia
&
Adrian RudzinskiSchool of Education, Student Wellbeing and Prevention of Violence Research Centre, Flinders University, Bedford Park, South Australia
Pages 7-26 | Published online: 26 Nov 2015

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Marcela Pozas, Verena Letzel-Alt, Susanne Schwab & Carmen Zurbriggen. (2023) Exploring Mexican lower secondary school students’ perceptions of inclusion. Cogent Education 10:1.
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Ghaleb H Alnahdi & Susanne Schwab. (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, pages 773-786.
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Heidi Witten, Shazly Savahl & Sabirah Adams. (2019) Adolescent flourishing: A systematic review. Cogent Psychology 6:1.
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Eleni Didaskalou, Eleni Andreou, Christina Roussi-Vergou & Grace Skrzypiec. (2018) Are Greek school students flourishing?. Pastoral Care in Education 36:3, pages 223-237.
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Articles from other publishers (14)

Alexandra Pirker, Julia Hafenscher & Katharina-Theresa Lindner. (2023) Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice. Education Sciences 13:4, pages 423.
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Nicole C. Waigel & Viviana N. Lemos. (2023) A systematic review of adolescent flourishing. Europe’s Journal of Psychology 19:1, pages 79-99.
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Ghaleb H. Alnahdi, Katharina-Theresa Lindner & Susanne Schwab. (2022) Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion. Frontiers in Psychology 13.
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Katharina-Theresa Lindner, Sepideh Hassani, Susanne Schwab, Cornelia Gerdenitsch, Silvia Kopp-Sixt & Andrea Holzinger. (2022) Promoting Factors of Social Inclusion of Students With Special Educational Needs: Perspectives of Parents, Teachers, and Students. Frontiers in Education 7.
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Evren Morgül, Angeliki Kallitsoglou, Cecilia A. Essau & Susana Castro-Kemp. (2022) Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom. Frontiers in Education 7.
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Janka Goldan, Lena Nusser & Michael Gebel. (2022) School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms. Child Indicators Research.
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Sepideh Hassani & Susanne Schwab. (2021) Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review. Frontiers in Education 6.
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Marcela Pozas, Verena Letzel, Katharina-Theresa Lindner & Susanne Schwab. (2021) DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept. Frontiers in Education 6.
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Mats Granlund, Christine Imms, Gillian King, Anna Karin Andersson, Lilly Augustine, Rob Brooks, Henrik Danielsson, Jennifer Gothilander, Magnus Ivarsson, Lars-Olov Lundqvist, Frida Lygnegård & Lena Almqvist. (2021) Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD: Distinctions and Clarifications. International Journal of Environmental Research and Public Health 18:4, pages 1656.
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Susanne Schwab, Carmen L.A. Zurbriggen & Martin Venetz. (2020) Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis. Journal of School Psychology 82, pages 1-16.
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Susanne Schwab & Ghaleb Hamad Alnahdi. (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.
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Martin Venetz, Carmen L. A. Zurbriggen & Susanne Schwab. (2019) What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings. Frontiers in Psychology 10.
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Susanne Schwab, Umesh Sharma & Tim Loreman. (2018) Are we included? Secondary students' perception of inclusion climate in their schools. Teaching and Teacher Education 75, pages 31-39.
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Peter SturmeyPhillip T. Slee, Grace Skrzypiec, Carmel Cefai & Francis Fabri. 2017. The Wiley Handbook of Violence and Aggression. The Wiley Handbook of Violence and Aggression 1 12 .

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